Bellingham Public Schools

Curriculum Department

June 2004

Third Grade Learning Targets

For best printing results, click here (pdf).

LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Student-Centered Learning

All students do not learn at the same rate because they develop at different rates. Children have their own developmental timelines for learning to walk or talk. They also have their own developmental timeline for learning. The goal of the Bellingham School District is to support students through continuous levels of learning that match their individual learning needs.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Students are taught basic skills and processes in reading, writing, math, social studies and science and are encouraged by their teachers toward a greater depth in thinking and learning. Many of the content areas organize learning around essential questions or "big ideas" that encourage investigation and exploration of topics and ideas.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in third grade in the Bellingham School District.

By the end of Third Grade . . .

Third Grade Reading Expectations

Uses Skills and Strategies

• selects and uses synonyms and antonyms for adjectives, adverbs, verbs
• identifies similes and metaphors and provides alternatives
• uses charts and tables to read and present information comparing, recording, summarizing, or reorganizing ideas and facts from textual and/or illustrative materials
• considers how different illustrative or text forms present a different view of, or emphasis on, the same content or theme
• uses library for specific purposes as well as for browsing
• uses a range of print and on-line materials to pursue interests and answer questions
• skims and scans when selecting a book or seeking information

Understands What is Read

• selects and integrates most appropriate strategies and can explain how meaning was gained and/or checked
• copes with a wide range of features within a text or book
• copes with more than one form within a text
• justifies stance on authenticity of text, or reasons for actions in text, and own response
• gathers and synthesizes information from paragraphs and longer texts and from a variety of sources
• summarizes orally, and in writing, information gained from text and/or illustration
• identifies elements in the text and illustrations that develop characterization and influence the presentation of plot
• identifies persuasive elements in fiction and nonfiction material
• identifies main idea or message of text and evaluates how this influences meaning and the reading

Reads Fluently

• reruns and self corrects over longer passages and on a range of writing forms
• uses pace and intonation to reflect purpose and meaning when reading to others

Shows Effort to Become a Life Long Reader

• uses reading to explore ideas and gain new knowledge
• identifies and shares strengths, weaknesses, and interests as a reader
• independently selects and reads a range of text from the school library for enjoyment and information
• shares opinions of books and recommends them to others

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in third grade in the Bellingham School District.

By the end of Third Grade . . .

Third Grade Writing Expectations

Content/Ideas

• uses adjectives, adverbs, and some similes and metaphors to form imagery or provide details
• maintains more than one character throughout narrative

Organization

• identifies time and setting and refers to these beyond introductory section when narrating story or event
• uses transitional phrases and sentences to connect episodes, descriptions, explanations or facts
• sections work into paragraphs or "chapters"
• includes headings, table of contents, captions in final products

Style (Voice, Word Choice, Fluency)

• increases range of topics but writing shows preference
• develops bank of useful and interesting words and uses these in a range of contexts
• selects vocabulary according to topic, purpose, and audience
• includes more specialized vocabulary in nonfiction writing
• uses dialogue to develop character
• distinguishes between writing for self, people, teacher, wider audience and reflects this in vocabulary and syntax
• responds to literature from personal experience and explains view
• shows increasing awareness of purposes and format of wider range of forms

Conventions

• edits for conventions of form, spelling, punctuation, tense and syntax
• uses more than one reference including dictionary, known books, simple thesaurus when editing
• uses computer spell-check for editing

Understands and Uses Writing Process

• works for accuracy and detail at draft stage
• attends to clarity and interest of ideas or information when revising
• takes notes as information is gathered and uses these in prewriting and drafting
• brainstorms to select ideas and information, sometimes elaborating on these before writing

Spelling

• spells most grade-level words accurately (though often some carelessness in verbs and tense)
• spells and uses homophones accurately
• uses irregular spelling patterns

Effort

• offers opinions and advice on peers' writing, often comparing with own
• revisits previous efforts and comments on new learning
• maintains a log, journal, and/or personal dictionary more consistently
• uses computer for the entire writing process on an on-going basis

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in third grade in the Bellingham School District.

By the end of Third Grade .

Third Grade Math Expectations

Content Strands:

Number Sense - Understand and use numbers (0-999) through varied and multiple experiences including:

number and numeration

• use physical models, pictures, and symbols to demonstrate the relationship between ones, tens, 100s and 1000s
• recognize and represent whole numbers in standard, expanded and word forms
• use physical models and equations (symbols) to demonstrate the commutative property related to place value, for example, 100 + 4 + 60 = 100 + 60 + 4
• use physical models, pictures and symbols to order fractions with like denominators
• explore decimals and fractional parts
• represent parts of a whole and/or parts of a set using symbols
• compare amounts using the symbols for "greater than," "less than" and "equal to"
• classify numbers as odd or even

computation

• compute using addition and subtraction facts 1-20
• compute using multiplication facts using 1's, 2's, 5's, 10's and explore division
• use mental math to multiply one-digit numbers by 10s and 100s
• use place value materials to solve addition and subtraction problems containing multi-digit whole numbers through hundreds
• compute to solve problems in realistic situations containing multi-digit numbers using the addition or subtraction strategy most appropriate to the situation (mental math, paper and pencil, calculator)
• use models, diagrams, and symbols to demonstrate the relationship between multiplication and division
• create and use strategies to solve multiplication and division basic facts

estimation

• describe and justify reasonableness of an estimate in a multiplication context
• use estimation strategies (i.e. multiples of 10 and 100, rounding, front-end estimation, compatible numbers, clustering)

Measurement

attributes and dimensions

• use language and symbols to compare attributes of perimeter and area
• determine area and perimeter of irregular 2-D figures
• use physical models to determine volume or rectangular solids

approximation and precision

• understand the benefits of using standard units of measurement
• estimate and measure using standard units
• describe and justify reasonableness of an estimate involving length, weight, area, time, and temperature
• use physical models to estimate volume of rectangular solids

systems and tools

• measure to the nearest whole and common fractional parts of standard units when given a realistic situation
• explore how to use measurement tools
• select appropriate standard units of measurement for given objects or situations
• tell time using analog and digital clock displays

Geometric Sense

properties and relationships

• identify and describe attributes of 2-D and 3-D geometrical figures using appropriate vocabulary
• identify and describe regular polygons
• classify real world objects as containing squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, cylinders, or pyramids
• construct models of 3-D shapes

locations and transformations

• identify, describe, and compare symmetrical congruent and similar figures
• explore relative size, direction, and position in space
• predict and verify transformations on a geometric figure (translations, reflections, and rotations)
• describe the location of figures on a coordinate plane using ordered pairs

Probability and Statistics

probability

• place events in the order they would likely occur
• list possible outcomes of a simple probability experiment
• conduct experiments to determine the probability of events

statistics

• collect data in an organized way
• formulate questions
• describe measures of central tendency using words like "middle" and "most often"
• pose questions from data and choose and explain one type of graph over another
• describe pictographs, bar graphs and line graphs and how they communicate solutions to problems

prediction and inference

• use data to build an argument or point of view
• predict and verify likelihood of occurrence using physical objects such as number cubes or coins
• determine if games are fair or unfair

Algebraic Sense

patterns

• analyze, extend, and find a rule for numeric and geometric patterns when given manipulatives or pictorial displays
• recognize patterns involved in a variety of estimation and computation strategies

representations

• use symbols to describe equality and inequality
• use standard notation in reading and writing open sentences, for example, 3 x o = 18
• translate problem-solving situations into expressions and equations that use geometric symbols for the unknown

operations

• use blocks, sticks, beans, pictures, etc. to evaluate simple expressions
• solve equations involving multiplication and division using manipulatives

Process Strands:

Problem Solving

investigate situations

• develop and apply a variety of strategies, such as make a table, find a pattern, or solve a simpler problem, to solve problems
• recognize when an approach is unproductive and try a new approach (in computation as well as problem solving)

formulate questions and define the problem

• identify the unknown in everyday situations, for example, tell that the number of kids going on a field trip and the number of seats on each bus must be known to calculate how many buses are needed

construct solutions

• apply viable strategies, concepts, and procedures to construct a solution

Reasoning

analyze information

• validate thinking using models, known facts, patterns and relationships , for example, use a fraction kit to illustrate the relative sizes of three fractions

predict results

• make conjectures, collect data, support arguments, and justify results , for example, when asked "Do larger pumpkins have more seeds?" make conjectures and devise and carry out a plan to test the conjecture

draw conclusions and verify results

• reflect on and evaluate procedures , for example, after completing the pumpkin experiment, decide if the method used was the best for answering the question

Communication

gather information

• use available technology to browse and retrieve mathematical information , for example, use e-mail to collect, share, and analyze experimental data with other third graders throughout the country

organize and interpret information

• organize and clarify mathematical information through narrative expression, such as writing in a math journal

represent and share information

• express mathematical ideas with appropriate vocabulary using everyday language, models, charts, tables, graphs, and symbols , for example, when describing/justifying results of a measurement experiment

Connections

to other disciplines

• use mathematical thinking in familiar situations in other disciplines , for example, devise and conduct an experiment to determine if plants grow better in natural or artificial light

to real-life situations

• recognize mathematics in familiar settings , for example, recognize geometry as the basis for buildings, bridges, etc.
• identify how mathematics is used in career settings

Teaching resources for math include:

• "Investigations in Number, Data, and Space," Dale Seymour Publications. This program was developed at TERC (Technical Education Research Center) and is an innovative approach to teaching mathematics based on engaging activities and group learning experiences. The curriculum at each grade level is organized into units that offer from three to eight weeks of mathematical work in number, data analysis, and geometry. The units link together to form a complete K-5 curriculum that teachers can adjust to fit their classroom needs.

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in third grade in the Bellingham School District.

The third grade social studies program focuses on the theme of "Bellingham and Whatcom County - Community Building Past and Present." Students will learn and apply basic map skills as they study local geography. Local history, including native people, settlement, government, economic and cultural development will also be studied. From this context, students will compare past and present life in Bellingham and Whatcom County. The guiding questions for social studies in third grade are:

Geography

• How did the land and climate of Whatcom County/Bellingham shape human culture?
• How are cultural traditions expressed through artistic creation and use of the environment?
• What are the outcomes that can result when people of different cultural backgrounds interact?
• What are the physical characteristics of the local community (Bellingham, Whatcom County) and how have these changed over time?

Civics

• What are a person's rights and responsibilities in our local communities?
• What is the purpose and structure of our current government? (Bellingham and Whatcom County)

History

• What are the major historical eras (time periods) of Whatcom County, their sequence and significance to the development of the community?
• How did the contributions of various cultural groups help develop the community?

Economics

• How did the resources affect the choices that people made in our local community?
• How do the choices we made in the past affect the choices we make now?
• What effect will the choices we make now have on future resources?

Third grade teaching resources for social studies include:

• People, Spaces & Places, Rand McNally
• Junior Classroom Atlas Program, Rand McNally
• World/U.S. Wall Map and Globe
• Third Grade Social Studies Teacher Support Guide (The Geography of Our Community; Early Days in Whatcom, The Coast Salish; Early Days in Whatcom, The Early Settlers)

• Gordon Carter Environmental Education Site - Third Grade Field Trip

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in third grade in the Bellingham School District.

Third Grade Expectations in Science

Properties

• electricity has properties that can be observed and described
• plants have qualities that can be described and classified

System and Structure

• plants are part of a larger ecosystem in which they must survive
• electrical circuits can form a system providing energy for other systems

Change and Interaction

• energy can cause changes
• plants change as they go through the growth cycle
• plants are part of a larger ecosystem in which they interact with other organisms

Third grade teaching resources for science include the following kits:

• STC Electric Circuits - Students are first introduced to the basic properties of electricity as they learn about electric circuits and the parts of a light bulb. Next, students learn about conductors and insulators and about the symbols used to represent the parts of a circuit in circuit diagrams. Students also explore different kinds of circuits, learn about switches, construct a flashlight, and investigate the properties of diodes. Finally, students apply their knowledge and skills to wire a cardboard house.
• GEMS Hot Water - Students build model houses and hot water heaters to discover more about solar power. They conduct experiments to determine the effects of size, color, and number of windows on the amount of heat produced from sunlight. An introductory activity is an on-paper experiment about growing plants that defines the concepts of a controlled experiment, variable, and outcome.

• LHS Rocky Seashore Guide - This guide contains 14 hand-on activities covering earth, physical, biological and environmental sciences, in addition to children's literature connections, a directory of marine science resources and information on how to plan a whole-school Ocean Week.
• STC Plant Growth/Development - Students have the opportunity to observe each stage in the lift cycle of a simple plant. Working with Wisconsin Fast Plants TM (Brassica rapa), which germinate, mature, and go to seed within a 40-day period, students plant seeds and watch the seedlings emerge. Later, they thin and transplant seedlings. As they watch their plants grow, students learn that plants need nutrients from the soil, as well as water and light, to thrive. As the unit expands to focus on the interdependence of living things, students cross-pollinate the flowers with dried honeybees. Finally, they harvest mature seeds and determine seed yields. These experiences deepen students' understanding of the characteristics of living organisms and their relationship with and dependence on their environment.
• GEMS Investigating Artifacts - This unit weaves together three activities related to anthropology and archaeology and to diverse Native American and world cultures. Students sort and classify natural objects found on a class walk, then make their own masks from these materials. They create their own stories to explain natural phenomena and learn how ancient peoples evolved myths/stories to explain and represent the natural world. They learn that a midden is an archaeological term for deposits of artifacts earlier peoples left behind. Then teams of students sift through "artifacts" in shoebox middens. A major scientific thread in all activities relates to inferences that can be drawn from varying evidence.

GEMS = Great Explorations in Math and Science, Lawrence Hall of Science, University of California, Berkeley

STC = Science and Technology for Children, National Science Resources Center, Smithsonian Institute

LHS = Lawrence Hall of Science, Marine Activities, Resources and Education (MARE), University of California, Berkeley

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in third grade in the Bellingham School District.

By the end of Third Grade .

Health Expectations

The Great Body Shop required unit for third grade is "Saying No! To Smoking, Drinking and Drugs." Students will:

• discover how to say "No!" in a threatening or at-risk situation involving smoking, drinking and drugs
• restate in your own words laws having to do with smoking, drinking, and drugs
• define the word addiction and explain what it means to be addicted to drugs and how it can happen
• explain short term and long term goals

By the end of Third Grade .

Fitness/Physical Education Expectations

Students will:

• apply movement skills with partners and in group games
• individually demonstrate specialized movement skills in physical activities
• demonstrate safe movement, follow directions, and demonstrate sportsmanship
• apply vocabulary related to physical fitness and exercise
• participate in increasingly complex rhythmic movements

Third grade teaching resources for health and fitness include:

• The Great Body Shop by The Children's Health Market, Inc.
• Second Step, A Violence Prevention Curriculum from Committee for Children

THIRD GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Running Records - An oral reading assessment tool used to analyze responses, use of strategies, and behaviors a student is using to construct meaning from a text. Administered e very six weeks with those readers experiencing difficulty.

• Retelling - An assessment tool where students repeat everything they can remember after reading a text. This may be completed orally or in writing.

• Monitoring Notes - Monitoring notes are a systematic, written observation of individual reading and writing performance used on a regular basis to assess and evaluate student reading and writing.

• Writing Samples/Draft Books - Writing samples are collected in draft books or portfolios in order to give feedback to the student, identify writing behaviors and provide focus for teaching.

• Analytical Scoring - Analytical scoring of writing samples from a rubric using the six traits: ideas, word choice, organization, fluency, voice and conventions.

• Assess2Learn - Assess2Learn is an online, standards-based classroom assessment. Tests for reading, math, and writing are used fall, winter, and spring.

• District Writing Assessment - The District Writing Assessment measures the six traits of writing: ideas and content, organization, voice, word choice, sentence fluency and conventions and is given to third grade students in January.

• Developmental Reading Assessment (DRA)

For readers who are unable to meet grade level expectations on the DRP, testing is done three times per year (fall, winter, spring). The DRA measures skills and strategies, rate, phrasing, comprehension and reading preferences.

• Degrees of Reading Power (DRP)

The DRP measures a student's ability to comprehend surface meaning of non-fiction text at an instructional level. Testing is done in the fall and spring.

Typically, grades K-2 will use the DRA and 3-5 will use the DRP, unless the student scores at or below Level 24 on the DRA. The expected levels of performance for each grade are shown below.

• Washington Assessment of Student Learning (WASL)

The WASL is a state mandated standards-based assessment in reading and math given to third grade students in the spring.

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.