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8/6/2019 Syllabus 11-12 Example
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2010-2011 grade –Elementary
Monaview Elementary
Third Grade Long Range Plans
2011-2012 The standards listed are taken directly from the SC State Department of Education.
Social StudiesTexts/ResourcesTexts/ResourcesTexts/ResourcesTexts/Resources:::: Houghton Mifflin textbook, various trade books, computers/Powerpoints, maps and globes, teacher created
materials
First Quarter
Regions of South
Carolina
3-1.1 Identify the location and
characteristics of significant physical
features of South Carolina, river
systems, major cities; and climate
regions.
3-1.2 Interpret thematic maps of
South Carolina places and regions that
show how and where people live, work,
and use land and transportation.
3-1.3 Categorize the six
geographic regions of South Carolina
according to their different physical and
human characteristics.
3-1.4 Explain the effects of human
systems on the physical landscape of
South Carolina over time.
Explorers/Settlers
3-2.1 Explain the motives behind
the exploration of South Carolina.
3-2.2 Summarize the activities and
accomplishments of key explorers of
South Carolina.
3-2.3 Use a map to identify the sea
and land routes of explorers of South
Carolina.
3-2.4 Compare the culture,
governance, and geographic location of
different Native American nations in
South Carolina.
3-2.5 Summarize the impact that
the European colonization of South
Carolina had on Native Americans.
3-2.6 Summarize the contributions
of settlers in South Carolina under the
Lords Proprietors and the Royal colonial
government.
3-2.7 Explain the transfer of the
institution of slavery into South
Carolina.
Second Quarter
Colonial Life/Revolution
3-3.1 Analyze the causes of the
American Revolution and South
Carolina’s role in these events.
3-3.2 Summarize the key
conflicts and key leaders of the
American Revolution in South
Carolina and their effects on the state.
3-3.3 Summarize the effects of the
American Revolution in South
Carolina, including the establishment
of a new nation and a new state
government and capital.
3-3.4 Outline the current structure
of state government.
Civil War
3-4.1 Compare the conditions of
daily life for various classes of people
in South Carolina.
3-4.2 Summarize the institution
of slavery prior to the Civil War.
3-4.3 Explain the reasons for
South Carolina’s secession from the
Union.
3-4.4 Outline the course of the
Civil War and South Carolina’s role in
significant events.
3-4.5 Summarize the effects of the
Civil War on the daily lives of people
of different classes in South Carolina.
3-4.6 Explain how the Civil War
affected South Carolina’s economy.
3-4.7 Summarize the effects of
Reconstruction in South Carolina.
Third Quarter
Moving Into a New
Century
3-5.1 Summarize developments
in industry and technology in South
Carolina in the late nineteenth century
and the twentieth century.
3-5.2 Summarize the effects of the state and local laws that are
commonly known as Jim Crow laws on
African Americans.
3-5.4 Explain the impact and the
causes of emigration from South
Carolina and internal migration from
the rural areas to the cities.
3-5.5 Explain the effects of the
Great Depression and the New Deal on
daily life in South Carolina.
Growth and Change
3-5.3 Summarize the changes in
South Carolina’s economy in the
twentieth century.
3-5.6 Summarize the key events
and effects of the civil rights
movement in South Carolina.
3-5.7 Summarize the rights and
responsibilities that contemporary
South Carolinians have in the schools,
the community, the state, and the
nation.
Fourth Quarter
Local History
3-1.4 Explain the effects of huma
systems on the physical landscape of S
Carolina over time.
3-2.2 Summarize the activities an
accomplishments of key explorers of S
Carolina.
3-2.6 Summarize the contribution
settlers in South Carolina under the Lor
Proprietors and the Royal colonial
government.
3-3.3 Summarize the effects of the
American Revolution in South Carolin
including the establishment of a new
nation and a new state government and
capital.
3-4.6 Explain how the Civil War
affected South Carolina’s economy.
3-4.7 Summarize the effects of
Reconstruction in South Carolina.
Geography/Government
conomy
2-4.1 Identify on a map the contin
and the major nation states of the world
and distinguish between the two entitie
3-1.2 Interpret thematic maps of
South Carolina places and regions that
show how and where people live, work
and use land and transportation.
3-2.6 Summarize the contribution
settlers in South Carolina under the Lor
Proprietors and the Royal colonial
government.
3-2.7 Explain the transfer of the
institution of slavery into South Carolin
8/6/2019 Syllabus 11-12 Example
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2010-2011 grade –Elementary
Reading & Word StudyTexts/Resources:Texts/Resources:Texts/Resources:Texts/Resources: Houghton-Mifflin textbook, Author & Genre Studies (various trade books), 4 Blocks, pocket charts, student
dictionaries/thesauruses, charts, books on tape, computer/Powerpoints, and teacher created materials
The following standards will be addressed weekly during our Reading Workshop and Content block:• 3-2.9 Read independently for extended periods of time to gain information
• 3-1.8; 3-1.9 Classify works of fiction (fables, tall tales, folktales) and works of nonfiction (biographies) by
characteristics
• 3-1.7 Create responses to literary texts through a variety of methods such as writing, creative dramatics, and
the visual and performing arts
• 3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text
•
3-2.5 Use subheadings, print styles, captions, and chapter headings to gain information• 3-2.6 Use graphic features (including pictures, diagrams, etc.) as sources of information
• 3-2.7 Use functional text features (including tables of contents, glossaries, etc.) as sources of information
• 3-3.1 Generate the meaning of unfamiliar words using context clues
• 3-3.4 Recognize high-frequency words in context•
First Quarter
Genre Studies: Folktale,Fantasy, Realistic Fiction,Poetry, Trickster Tale,autobiographyHoughton-Mifflin:Theme 1: Off to Adventure
• Cliffhanger
• Mulan
• Lost and Found • Radio Rescue
• Poetry Theme 2: Celebrating Traditions
• Keeping Quilt • Grandma’s Records
• The Talking Cloth
• Dancing Rainbows • Trickster Tales
Standards Addressed:
Reading Process/Comprehension3-1.1 Analyze the details that support
the expression of the main ideas in aliterary text
3-1.2 Analyze a given literary text to
make, revise, and confirm predictions
3-1.3 Analyze the text to determine first
person
3-1.4 Distinguish among devices of
figurative language and sound devices
3-1.10 Recognize the characteristics of
poetry
3-1.11 Analyze cause and effect
relationships in literary texts
3-2.1 Summarize evidence that supports
the central idea of a given informational
text.
3-2.2 Analyze informational texts to
draw conclusions and make inferences.
Phonics and Word Study3-3.2 Use base words and affixes to
determine the meanings of words
3-3.7 Spell correctly
• Words that have blends
• Contractions
• Compound words
• Orthographic patterns
• Common homonyms
Second Quarter
Genre Studies: HistoricalFiction, Fantasy, ScienceFictionHoughton-Mifflin: Theme 3: Incredible Stories
• Dogzilla
•
Mysterious Giant of Barletta • Raising Dragons
• Garden of Abdul Gasazi
• Dinosaur Bob • Figuratives on Four
Legs
Standards Addressed
Reading Process/ComprehensionAnalysis of Texts3-1.1 Analyze the details that support
the expression of the main ideas in a
literary text
3-1.2 Analyze a given literary text tomake, revise, and confirm predictions
3-1.3 Analyze the text to determine
first person
3-2.3 Distinguish between facts and
opinions in informational texts
3-1.4 Distinguish among devices of
figurative language and sound devices
3-1.6 Analyze the effect of authors
craft (word choice, sentence structure,
etc.) on the meaning of a given literary
text
Phonics and Word Study3-3.2 Use base words and affixes to
determine the meanings of words
3-3.7 Spell correctly
• Words that have blends
• Contractions
• Compound words
• Orthographic patterns
• Common homonyms
Third Quarter
Genre Studies:Informational Text,Fantasy, Realistic Fiction,Biography, HistoricalFiction, Fairy Tale Houghton-Mifflin:
Theme 4: Animal Habitats • Night of the Pufflings • Seal Surfer
• Two Days in May • Biography Focus
Theme 5: Voyagers • Across the Wide Dark
Sea • Yummi and Halmoni’s
Trip • Trapped by the Ice • Fairy Tales Focus
Standards Addressed
Reading Process/Comprehension3-1.1 Analyze the details that support
the expression of the main ideas in a
literary text
3-1.2 Analyze a given literary text to
make, revise, and confirm predictions
3-1.3 Analyze the text to determine
first person
3-1.4 Distinguish among devices of
figurative language and sound devices
3-2.1 Summarize evidence that
supports the central idea of a given
informational text.
Phonics and Word Study3-3.2 Use base words and affixes to
determine the meanings of words3-3.7 Spell correctly
• Words that have blends
• Contractions
• Compound words
• Orthographic patterns
• Common homonyms
Fourth Quarter
Genre Studies: RealistiFiction, Biography, MysteInformational Text Houghton-Mifflin: Theme 6: Smart Solutions
• Pepita Talks Twice
• Poppa’s New Pants • Ramona Quimby, Age
• Helen Keller
Standards Addressed:
Reading Process/Comprehension3-1.1 Analyze the details that support th
expression of the main ideas in a literar
text
3-1.2 Analyze a given literary text to m
revise, and confirm predictions
3-1.6 Analyze the effect of authors craf
(word choice, sentence structure, etc.) o
the meaning of a given literary text
3-1.11 Analyze cause and effect
relationships in literary texts
3-2.1 Summarize evidence that supportthe central idea of a given informationa
text.
3-2.2 Analyze informational texts to dr
conclusions and make inferences.
Phonics and Word Study3-3.2 Use base words and affixes to
determine the meanings of words
3-3.7 Spell correctly
• Words that have blends
• Contractions
• Compound words
• Orthographic patterns
• Common homonyms
8/6/2019 Syllabus 11-12 Example
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2010-2011 grade –Elementary
Writer’s WorkshopTexts/Resources: 4 Blocks, writer’s notebooks, pocket charts, publishing materials, student dictionaries/thesauruses,computers/PowerPoints, author’s chair, trade books
Third Grade classrooms implement Writer’s Workshop block daily. In this block, the following
standards will be addressed:3-4 Create written work that has a clear focus, sufficient detail, coherent organization, effective
use of voice, and correct use of the conventions of written Standard American English.
3-5 Write for a variety of purposes and audiences
3-6 Access and use information from a variety of sourcesFirst Quarter
* Sentences andParagraphs
* Writing Process
* Small Moment
* Friendly Letter Unit
Second Quarter
* “Memoir”
* Book Report
* Poetry Unit
* Journals
Third Quarter
* Research Paper
*Writing Directions
* Journals
Fourth Quarter
* Fairy Tale
*”Memoir” Late in the
year
* Journals
Things to look forward to in writing:
• Publishing Center – Students will publish some of their works of writing on the computer.
• Author’s Chair – Students will share their writing with the class and provide constructive feedback
to each other.
• Writing Portfolios – Students will keep writing portfolios so they will be able to see their growth
as a writer at the end of the school year.
Cursive writing will be practiced in third grade! Can you earn your
cursive license?☺
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2010-2011 grade –Elementary
MathTexts/Resources: Macmillan Math Connects Textbook, Everyday Math Counts, math games, pattern blocks, base tenblocks, unifix cubes, plastic money, hundreds charts, number lines, rulers, clocks, graphs, promethean charts, computers,trade books, Powerpoints, playing cards, dice The following standard will be addressed throughout all math units in second grade and through EveryDay Math Counts:3-1 Understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
First Quarter
Place Value
3-2.1 Compare through
999,999
3-2.2 Represent
numbers in word form
3-2.3 Use an algorithm
to add or subtract
whole numbers
3-2.4 Round numbers to
nearest 10, 100, or 1,000
3-2.12 Analyzemagnitude of digits
through 999,999 on basis
of their place value.
Addition and Subtraction
of Money
3-2.3 Apply an
algorithm to add and
subtract whole numbers
fluently.3-2.9 Analyze effect
that adding,
subtracting, or
multiplying odd/even
number has on
outcome
3-3.1 Create numeric
patterns that involve
whole-number
operations.
3-3.2 Applyprocedures to find
missing numbers in
numeric patterns that
involve whole-number
operations.
3-3.3 Use symbols to
represent an unknown
quantity in a simple
addition, subtraction, or
multiplication equation.
Second Quarter
Multiplication
3-2.7 Recall
multiplication facts
through 12 x 12 and
corresponding division
facts
Division
3-2.7 Recall basic
multiplication factsthrough 12 x 12 and the
corresponding division
facts.
3-2.8 Compare the
inverse relationship
between multiplication
and division.
Fractions
3-2.5 Understandfractions as part of a
whole
3-2.6 Represent
fractions that are
greater than or equal
to 1.
Third Quarter
Data Analysis and Probability
3-6.2 Organize data in
tables, bar graphs, and
dot plots.
3-6.3 Interpret data in
tables, bar graphs,
pictographs, and dot
plots.
3-6.4 Analyze dot plots
and bar graphs tomake predictions
about populations.
3-6.5 Compare
benefits of using tables,
bar graphs, and dot
plots as representations
of a given data set.
3-3.4 Illustrate
situations that show
change over time as
increasing.3-6.1 Apply a
procedure to find the
range of a data set.
3-6.6 Predict based on
data if events are likely,
unlikely, certain, or
impossible.
3-6.7 Understand when
the probability of an
event is 0 or 1.
Geometry
3-4.1 Identify the
specific attributes of
circles: center, radius,
circumference, and
diameter.
3-4.3 Classify line and
line segments as
parallel, perpendicular,
Fourth Quarter
Measurement
3-5.7 Recall
equivalencies
associated with length:
36 inches = 1yard.
3-5.2 Use appropriate
tools to measure object
to the nearest unit:
measuring length in
meters and half inches.
3-5.3 Recognize therelationship between
meters and yards,
kilometers and miles.
3-5.4 Use common
referents to make
comparisons and
estimates associated
with length: meters
compared to yards,
kilometers to miles.
3-5.6 Use analog anddigital clocks to tell time
to the nearest minute
Extending Multiplication
3-2.10 Generate
strategies to multiply
whole numbers by using
one single-digit factor
and one multi-digit
factor.3-2.11 Use basic
number combinations
to compute related
multiplication problems
that involve multiples of
10.
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2010-2011 grade –Elementary
3-5.1 Use the fewest
possible number of
coins when making
change.
or intersecting.
3-4.4 Classify angles as
right, acute, or obtuse.
3-4.6 Exemplify points,
lines, line segments,
rays, and angles.
3-4.2 Classify polygons
as triangles,
quadrilaterals,
pentagons,hexagons, or octagons
according to the
number of their sides.
3-4.5 Classify triangles
by the length of their
sides as either scalene,
isosceles, or equilateral
and by the size of their
angles as either acute,
obtuse, or right.
3-5.5 Generate
strategies to determine
the perimeters of
polygons.
Daily Every Day Math Counts Calendar Activities reinforce skills, including:• Calendar
• Place Value through the 100,000’s
• Money
• Telling Time
• Measurement
• Graphing
• Multilication/Arrays
•
Probability
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2010-2011 grade –Elementary
Science/Health Texts/Resources: Harcourt textbook, science kits, science lab materials, computers, trade books, charts, scientificprocess, teacher created materials, Powerpoints
The following inquiry/process standards will be addressed through each science unit explored in third grade:• 3-1.1/3-1.2
o By two properties and by sequence
• 3-1.3
o Ask questions about objects, events, and organisms and use them to conduct an investigation
• 3-1.6/3-1.4
o Infer meaning from data in tables, graphs, and diagrams
o
Predict outcomes of simple investigations and compare results• 3-1.7/3-1.8/3-1.5: Plan and conduct a simple investigation
o Use safety procedures when conducting investigations
o Explain why similar investigations may provide different results
o Use tools accurately, safely, and appropriately
First Quarter
Scientific Method
All inquiry standards listed
above
Earth’s Materials
3-3.1 Classify rocks based
on their properties
3-3.2 Identify common
minerals based on their
properties and using a
mineral key
3-3.3 Recognize types of
fossils
3-3.4 Infer ideas about
Earth’s early environmentsfrom fossils
Second Quarter
Sound3-5.5 Recall that
vibrating objects produce
sound
3-5.6 Compare pitchand volume of diff.
sounds
Forces and Motion3-5.1 Identify the position
of objects relative to
reference point
3-5.2 Compare motion in
terms of speed/direction
3-5.3 Explain how motion
is affected by push/pull
3-5.4 Explain therelationship between
motion and gravity
Matter and Heat3-4.1 Classify different
forms of matter
according to
observable/measurable
properties
3-4.2 Explain how water
and other substances
change state
3-4.3 Explain how heatmoves from one object to
another
3-4.4 Identify sources of
heat and exemplify ways
it can be produced
Third Quarter Animal and Plant
Habitats and
Adaptations
3-2.1 Illustrate life cycles
of seed plants/animals
and summarize how they
grow/adapt to conditions
3-2.2 Explain how
physical/behavioral
adaptations allow
organisms to survive
3-2.3 Recall
characteristics of an
organisms habitat
3-2.4 Explain how
changes in habitats ofplants/animals affect
survival.
3-2.5 Summarize the
organization of simple
food chains
Fourth Quarter
Earth’s Land and
Changes
3-3.5 Illustrate Earth’s
salt/fresh water features
3-3.6 Illustrate Earth’s land
features using models,
pictures, diagrams, and
maps
3-3.7 Exemplify Earth
materials that are used as
fuel, as a resource for
building materials, and as
a medium for growing
plants
3-3.8 Illustrate changes in
Earth’s surface that aredue to slow and rapid
processes
* Note: This syllabus is subject to change. Standards are taught on a continuous basis and are integrated throughout all subject areas.
The units are not limited to the exact theme or timetable listed. Individual teachers may adjust this syllabus in order to meet the needs of
their students when necessary. Each teacher will keep parents informed of current themes.
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2010-2011 grade –Elementary
ElementarySyllabus for Third Grade
3rd Grade PhilosophyThird grade is an exciting place to be at ________! Our standards based curriculum is
presented in such a way that all levels of learners are stimulated. We work together toprovide activities that foster thinking skills and problem solving. We support the theory
that every child can learn. Between our team, our parents, and our students, we are
confident that third grade is a place to soar and succeed, to grow and lead .
The following is a condensed version of what your child should be able to do by the
end of third grade. This is not a complete list of standards taught in third grade,
but gives you an overall understanding of goals:
Reading/Language Arts
The reading/language arts program includes reading, writing, listening, speaking, and research
skills. The reading program includes phonics and comprehension skills. The writing program
includes written comprehension, handwriting, grammar, and spelling skills. Research skills helpstudents use information from books, technology, and observation.
By the end of second grade, your child should be able to:
• apply word attack skills
• identify plot, setting, and character
• determine cause and effect
• draw conclusions and predict outcomes
• use the glossary and the table of contents of a book
• write a personal narrative
• write multiple paragraphs
• use correct form when writing a letter
• recognize that words can have more than one meaning; and
• identify various genres of literature
Mathematics
The focus in mathematics is to learn and use basic facts and to understand mathematical
concepts. Students study patterns, relationships and functions, numbers and operations,
probability and statistics, and geometry and measurement. The goal is for students to beproficient in basic skills, develop conceptual understanding, and be skillful problem-solvers.
By the end of third grade, your child should be able to:
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2010-2011 grade –Elementary
• recognize and use number patterns
• demonstrate multiplication and division facts through 12
• recognize and create symmetrical figures (one side mirrors the other), congruent
figures (same size and shape), and draw lines of symmetry (draw a line through the
center so that two sides match exactly)
• read, write, and interpret numbers to 999,999 emphasizing place value
• add and subtract one, two, and three digit numbers with and without regrouping
• add and subtract money and make change using the fewest possible coins
•
interpret and put in order fractions as parts of wholes by identifying halves, thirds, andfourths
• demonstrate knowledge of multiplication concepts by forming rectangular arrays
• collect, organize, record, and interpret data by generating questions and making
predictions based on data • classify geometric shapes based on properties • classify types of angles, lines, and triangles
Science There are three inquiry-based units of instruction in second grade. Students use inquiry skills
such as observing, classifying, measuring, inferring, predicting, and conducting investigations tolearn science concepts.
By the end of second grade, your child should explore a variety of concepts in the life,
earth, and physical sciences, which include: • life cycles of animals/plants and habitats of animals/plants
• Matter and heat
• How sound travels
• The forces the affect motion of objects
• properties of solids, liquids and gases, changes in matter, and
•
Earth’s materials including rocks and minerals and changes to the land
Social Studies Students use a variety of process skills relating to history, government, geography, andeconomics. These include chronological thinking, organizing and explaining information, analyzing
and interpreting data, conducting research, and communicating orally, graphically, socially, and in
writing.By the end of third grade, your child should be able to:
• Identify the six regions and four river systems of South Carolina
• Interpret different types of maps
• Explain why settlers came to South Carolina and how they affected the area and people
• identify groups and individuals who explored and influenced South Carolina
• Understand the reason and affects of the American Revolution in South Carolina
• Summarize key conflicts in the American Revolution
• How slavery impacted life in South Carolina
• How the Civil War changed life in South Carolina
• Summarize developments and changes in South Carolina’s economy in the 20th century
• Summarize rights and responsibilities South Carolinian’s have
• Explain the effects of the Great Depression and New Deal on South Carolina
• construct simple maps using scale, cardinal directions, and map symbols
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2010-2011 grade –Elementary
Assessment and Evaluation of Students
Second grade students are assessed in a variety of ways, including: Checklists/Rubrics Work SamplesOral assessment Journals
Teacher Observation Class participation
Quizzes/Tests Accelerated ReaderStudent/Teacher Conferences
Rigby Reading Benchmark Tests (January and May)Grading Percentages for each subject are:
The School District of Greenville County Grade WeightingsAssessment is a key component of an instructional program. The following table lists the weightings of assignments and a MINIMUM NUMBERS OFASSIGNMENTS expected in each category (shown in parenthesis). Examples of assignments are also listed where appropriate.
Level Content Area Minor Major Other
Reading (7) 60%Comprehension Strategies and Skills, Retelling Protocols,Responses to Literature, Observations, Checklists, Name Test,Portfolio, HM Theme Skills Test, etc.
(2) 40%Selection Assessments and Novel/Chapter Book Tests 20%Integrated Themes Skills Test 20%
LanguageArts (Writing,
Research,Communicationand LanguageSkills)
(7) 60%Response Journals, Learning Logs, Writer’s Craft, Writing
Conventions, Writing Process, Writing Rubrics, ResearchProcess, Reference Materials, Use of Technology, PresentationRubrics, Writing Prompts, Constructed Responses, AnecdotalRecords, Observation Checklists, etc.
30% (1) Writing Portfolio(1) Major Test
Spelling: (8-9) 10%
Math (7) 60%Grades based on daily activities/assignments including subject-specific content knowledge, process skills includingcommunication, and/or effort; quizzes, writing assignments,observation, checklists, extending/refining assignments,presentations, performance assessments
(2) 40%examples include: major tests, culminatingprojects, performance assessments,portfolios; grades should be based onsubject-specific content knowledge,process skills including problem solvingand communication
Science (5) 60%Grades based on daily activities/assignments including subject-specific content knowledge, process skills includingcommunication, and/or effort; quizzes, science lab participation,
science lab/class journal entries, writing assignments,observation, checklists, extending/refining assignments,presentations, performance assessments
(2) 40%major tests, culminating projects,performance assessments, portfolios,science fair projects; grades should bebased on subject-specific contentknowledge, process skills includingproblem solving and communication
SocialStudies
(5) 60%Grades based on activities/assignments including quizzes,writing assignments, observation, checklists, extending/refiningassignments; grades may be based on subject- specific contentknowledge, thinking/reasoning skills, communication skills,effort
(2) 40%major tests, culminating projects andperformances; grades may be based onsubject- specific content knowledge,thinking/reasoning skills, communicationskills
PhysicalEducation
80% Active Class Participation and Effort (1
grade/class meeting)Students are on task and actively engaged in standards-based learningexperiences. Effort refers to energy expended to achieve competency.Effort also includes teamwork, sportsmanship, cooperation, followingprocedures to complete tasks, and work completion. Students must bedressed for physical activity in order to participate safely in class activities.
A participation grade should be documented each time the class meets.
(2) 20% Standards-Based AssessmentsThese assessments may be formal or informal, written or performance oriented,projects, skill development, portfolios,rubrics , checklists, etc. At least 2standards-based assessments should berecorded each quarter
Art & Music 80% Active Class Participation (1 grade/class meeting)The following may be included within this category: students’on-task attention, following directions, work with other students, taking care of materials/instruments, wise use of t imeon projects, minor quizzes or projects, homework or requiredoutside activities.
(2) 20% Standards-Based AssessmentsIncluded within this category are larger standards-based projects or performances,portfolios or group based activities, basedon rubrics or established guidelines withinthe discipline.
E l e m e n t a r y
ModernLanguages
(5) 60%
Interpretive Tasks (20%) one way listening or reading such as anews broadcast; Interpersonal Tasks (20%) two way speakingactivity such as interview; Presentational Tasks (20%) formalspeaking or writing activity for an audience
(2) 40%Interpretive Tasks (10%) one way listeningor reading such as a news broadcast;Interpersonal Tasks (20%) two wayspeaking activity such as interview;Presentational Tasks (10%) formal speakingor writing activity for an audience
The grading scale used is:
100-93 A
92-85 B
84-77 C76-70 D
69-0 F
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2010-2011 grade –Elementary
Homework
All homework has a purpose and is related to what we are working on in class. It is simply aquick review of the concepts we are learning. It should take around 45 minutes to complete. We
assign homework Monday-Thursday. The assignments will be listed on your child’s weekly
agenda. Homework is an extension of the classroom. It helps provide needed practice whiledeveloping responsibility and maturity. Homework assignments have the following purposes:
1. To extend the work introduced in the classroom and to encourage good habits by stimulatvoluntary effort, initiative, independence, responsibility, and self-direction;2. To provide opportunities for creative ability;
3. To reinforce school learning with additional practice, integration, and application;
4. To increase a student's skills and knowledge;5. To encourage a carry-over of worthwhile school activities into permanent leisure interest
6. To incorporate resources of the home and family;
7. To improve home-school relationships; and8. To challenge every pupil.
Attendance and Tardies
The State Board of Education has established regulations defining lawful and unlawful absencesfrom school for students. These regulations require: (1) that school officials shall immediately
intervene to encourage that student’s future attendance when the student has three
consecutive unlawful absences or a total of five unlawful absences; (2) that the District Boardof Trustees, or its designee, shall promptly approve or disapprove any student absence in
excess of ten days.
As used in these regulations, “intervene” means to identify the reasons for the child’s continued
absence and to develop a plan in conjunction with the student and his parent or legal guardian to
improve his future attendance. After three unlawful absences, parents will be contacted and a
conference scheduled. Continuing to miss school will mean that a student’s name will be turnedin to the area attendance officer.
The administration at ________ believes that good attendance is imperative to learning andencourages all students to be in school every day unless there is an appropriate reason for
absence. (Students are required to bring a note from the parents within five days of the
absence stating the reason for the absence.) The guidelines for determining lawful and unlawfuabsences are listed below:
UNLAWFUL ABSENCES:
1. Students who are willfully absent from school without the knowledge of their parents.
2. Students who are absent from school without acceptable cause with the knowledge of their
parents.3. Students who are absent due to suspension from school.
LAWFUL ABSENCES:
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2010-2011 grade –Elementary
1. Students who are ill and whose attendance in school would endanger their health or the
health of others may be temporarily excused from attendance.2. Students whose immediate family has a serious illness or death to occur.
3. Students who are absent due to a recognized religious holiday of their faith may be
excused from attendance in school.
Refer to the Student Handbook for state attendance requirements.
TARDIES
When a student is late to school, not only is instruction being missed in the classroom but adisruption is created when a student enters after the lesson has begun. Please remember that
all students need to be at school by 8:00 a.m. If a student must enter school later due to an
unavoidable reason, the adult transporting the child must come into the office area to sign thestudent in and document the reason for being late. (If the problem becomes habitual, parents
will be asked to come to a conference at the school to develop a plan to alleviate this situation.)
Continued tardiness after the conference could result in referral to a district attendanceofficer for further action.
Missed Work and Make-Up Work
Students will be allowed to make up work missed due to absences or tardies. The teacher will
send missed work home to be completed and returned or will give the student individual help asneeded when the student returns to school after the absence.
Student Behavior
*3rd Grade Standards for Behavior:
Students raise their hand to speak, use kind words, listen while others are talking, following
instructions the first time given, and stay in their own personal space.
*Consequences for Violating Class Rules:
A color-coded card system is used in the classroom.**Phone calls home/conferences will be made when inappropriate conduct persists and
classroom instruction is continually altered because of it.
**Extreme behaviors such as (but not limited to) fighting, foul language, or stealing will result ina disciplinary referral and a trip to the Assistant Principal.
Rewards:
Since we are a PBIS school, every child knows the expectations. Respect yourself, others, and
the environment. Students showing exceptional behavior will earn Pride Paws, redeemable at the
school store. Classes who meet expectations also earn Lions ROAR.
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2010-2011 grade –Elementary
Parent Communication
Third Grade supports the development of children as lifelong learners through partnershipswith each child’s home and family. Understanding that parent involvement is important for a
child’s success in school, we offer many opportunities for parent communication. Weekly
newsletters describing class and school activities and weekly progress reports will be sent byhome each Monday. “Monday Folders” are sent home each week with information about your
child’s behavior. This is also the day that all graded work will come home with your child. Eachthird grade teacher keeps an updated website as well. There will be at least one scheduledconference between the child’s teacher and parents during the fall. All parents are expected to
attend these scheduled conferences. Parents are encouraged to initiate conferences if they
have questions by writing the child’s teacher or setting up an appointment. When teachersobserve the need for additional parent-teacher meetings, they will request that parents come in
for special conferences.
If you wish a telephone conference, call the school and leave your number. The teacher cannot
be called to the telephone during the day. All phone calls and emails will be returned within 24hours.
Lunch Visitors
Parents may join their child in the cafeteria during the scheduled lunchtime. If you will beeating a school lunch, please send your lunch request in writing to school with your child so the
cafeteria can plan accordingly.
BirthdaysBirthday invitations to parties can be handed out in school only if all members of the class are
included. If you would like to bring a special snack for your child’s birthday, please let me knowseveral days in advance. All treats should be individual servings or pre-cut and ready to serve.
Birthday treats will be served during our regular lunchtime.
Procedures for Non-Instructional Routines:Arrival
When students arrive to school before 7:45, they will wait quietly in the hall where a teacher is
on duty. At 7:45, students may enter the classroom quietly and unpack. Students turn in theirhomework, copy down the night’s assignments, and choose an SSR book for the day. Sometimes
the students will have a morning work activity to complete. If not, they are expected to readquietly until it’s time for instruction to begin.
Restroom Procedures
The classroom has a bathroom for student use. Children may go to the restroom upon arrival,during independent work time, and on an as-needed basis. Students will not use the restroom
during large group instructional time unless it is an emergency.
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Changes in Address, Phone Numbers, and Dismissal Procedures:
Please notify the teacher in writing of any changes in any of these areas as they occur.
Lost and Found We encourage parents to label lunch boxes, jackets, and sweaters. If they are
left behind at school, please check the lost and found.
MoneyAll money needs to be sent to school in an envelope or Zip-Lock bag. It needs to be labeled,
(lunch, field trip, etc.) and have the child's name on it.
Toys or other items should not be brought to school unless requested by the teacher.
Fire, Earthquake, and/or Tornado Drills
Once a month, we will have a fire drill to ensure children know how to safely exit the building in
case of an emergency. Drill procedures are posted in each classroom.
Dismissal
Students will wait in the classroom with the teacher until time for dismissal. Bus riders and
after school care students will be dismissed when announced. Car riders will sit quietly andwatch for their car numbers to appear on the TV. When they see their numbers, they will exitto the front of the school. All students should be picked up by 2:45 pm. Any students
remaining in the classroom after this time will be dismissed to the front of the school.