Third Grade

Perspective-taking provides the framework for the third grade social studies program. In the first half of the year, students immerse themselves in 19th-century New England, with a focus on the local history of Connecticut. Through oral histories they begin to develop an understanding of how leadership has changed over time and who shapes the historical narrative and why.

Zooming out  from our state to our country,  students  then embark on a comprehensive study of the regions of the United States. Environmental factors, the indigenous people of the country, National Parks, the landforms and contemporary life in the United States are all incorporated into a lively exploration. The year ends with each student completing a research unit on an animal from their region. They then visit  a first or second grade classroom to read aloud their books as a culminating activity.

Third graders take an increasingly independent role in the scientific process through their studies of archeology, organisms and their adaptations, and motion and design. These investigations present questions and problems that require students to observe, hypothesize, experiment, and think critically to identify the best conclusions or solutions. Students engage in a variety of hands-on experiences, experiments and design challenges that help them develop and apply their scientific thinking. During their study of adaptations, individual research projects allow students to discover answers to their own scientific questions and share their findings as they learn from and teach one another.

Literature forms the basis for language arts in third grade. Many books connect topics across the curriculum including biographies of prominent leaders from Ruth Bader Ginsberg to lesser known ones like Raven Wilkinson, the first African American woman to dance for a major classical ballet company. Literacy instruction builds the students’  grammar, mechanics, fluency, word recognition and decoding, as well as comprehension. Novels and nonfiction are used for oral and silent reading. Teachers read books aloud in class to foster enjoyment of a variety of genres, and to aid students in choosing books for independent reading, develop sensitivity to written expression, and generate topics for writing prompts. Children write about topics of their own choosing as well as assigned topics such as their animal research project. They conference with their peers and teachers to edit their own work and to respond to the work of others. Third grade writers are celebrated on Authors’ Days, when they proudly read their work to their classmates.

A highlight of the third-grade year is the extended focus on computational thinking, engineering and robotics in technology class. After learning about online safety, the children use the engineering design process to problem solve and collaboratively develop a number of projects. They create, build, program and debug — physically and virtually — through Sphero. Third graders learn keyboarding and editing skills and begin to use Chromebooks for more frequent writing projects in class.

In third grade, students begin the proficiency-based Spanish program, building a foundation by reviewing basic vocabulary and phrases. We will revisit the thematic units Me and My World and The World Around Me to ensure a smooth transition back into Spanish. While continuing to communicate about themselves, they will now start asking more questions and interpreting information about others. Students will explore topics related to their own lives while also learning about new Spanish-speaking countries such as Argentina and Puerto Rico, analyzing authentic materials like menus from Puerto Rican restaurants, weather forecasts from La Patagonia or Las Cataratas del Iguazú, and publicity flyers. Games and songs will reinforce vocabulary and engage students in the language. Additionally, students will begin writing very simple sentences and phrases using vocabulary from their lessons, laying the groundwork for more complex language concepts as the year progresses.

In 3rd grade, students expand their vocabulary and conversational skills through topics such as families, pets, hobbies, and body parts. They learn to ask and answer simple questions using basic linguistic structures and are expected to communicate in complete sentences within familiar contexts. Pronunciation is emphasized at this level, with students practicing correct tones through listening exercises and interactive speaking activities, while games and rhythm-based exercises reinforce tonal accuracy and build confidence in speaking Chinese. In addition to listening and speaking, reading and writing are introduced, with instruction remaining highly interactive. Writing objectives include following stroke order, writing numbers, single pictographs, radicals, and commonly used characters to convey meaning. Students demonstrate their writing abilities through unit projects such as My Pet, My Monster Friend. We incorporate a variety of engaging activities and games to make learning fun and interactive, helping students strengthen key language skills. Important Chinese holidays, including the Mid-Autumn Festival and Lunar New Year, are celebrated through hands-on activities that bring traditional Chinese culture to life.

Third graders build on foundational skills. They learn more advanced songs, dances, games, and activities, and more advanced partwork is introduced. Students become more facile with reading and writing pentatonic music, which results in their ability to read staff notation in F, G and C positions. Students are also introduced to the extended pentatone with high do’ and learn the rhythm tibi-tibi (four beamed sixteenth notes) as well as ta-ah-ah-ah (whole note) and the whole rest. Ensemble skills are emphasized throughout the year. Third graders dance the traditional Maypole at the community wide May Day celebration, a tradition that dates back to the earliest days of Foote School.

In third grade drama, students participate in increasingly elaborate theatrical activities. By repeating scenes and adding more and more elements (dialogue, music, etc), they build their understanding of the complexity of stage productions. Students work together to create a sequence of actions that form a plot. They respond to challenges that require quick thinking to adapt to the needs of a moment, and combine logic with creativity to develop believable characters and situations.

The third grade physical education curriculum builds upon previously developed motor skills while introducing more advanced games and cooperative play in both small and large groups. Emphasizing physical fitness, sportsmanship, teamwork, and coordination, students refine their hand-eye coordination through engaging activities. Games and skill-building drills become more complex as students begin learning the basic skills and rules of traditional and nontraditional sports, including soccer, Frisbee, basketball, flag football, floor hockey, volleyball, and badminton. Skills are practiced and then applied in modified game situations, reinforcing strategy, teamwork, and sportsmanship. Creative practices and activities keep learning fun and interactive while fostering physical, social, and cognitive growth in a supportive and active environment.

Third graders explore story structures and the evolution of narratives through a unit on fairy tales and folktales from around the world. They learn to draw parallels between stories, and to distinguish between different interpretations of character archetypes, themes and morals. A highlight of the year is creating folktale riddles for classmates that synthesize their understanding of the essential components of an archetypal story. Students browse the library collection freely and explore the various sections of the library, building on prior experience and becoming familiar with areas of interest.