GVS 3rd grade sample

8/14/2019 GVS 3rd grade sample

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Whole Child, Healthy Planet

Global Village Grade 3 Curriculum Guide SAMPLE 1

Thank you for your interest in the Global Village Whole Child, Healthy Planet curriculumguides. This sample contains the full Table of Contents along with excerpts from the 3rdGrade curriculum guide.

Table of Contents

Chapter 1: Introduction to theGlobal Village Whole Child, Healthy Planet Method ................................ 1

About the Curriculum ................................................................................................... 1About Global Village School ......................................................................................... 2Homeschooling from the Heart .................................................................................... 3A Special Note to the New Homeschooling Parent: ..................................................... 3How the System Works ................................................................................................ 4

Getting Started Step One is Ordering Your Books and Resources ....................... 5Planning Your School Year ....................................................................................... 5

Chapter 2: The Global Village Philosophy,Untangling the Myths about Education and Learning ................................. 6

Am I Going to Ruin My Childs Life If? ...................................................................... 6Observing the Role Fear Plays in the Educational Process ......................................... 6Allowing Time for the Healing Process......................................................................... 7Learning Styles ............................................................................................................ 8Assessment, Testing, and Grades ............................................................................... 9About Standards and Grade Level........................................................................... 11Some Thoughts on Vocabulary, Grammar, and Spelling ........................................... 12

Music, Art, Nature, and Imagination ........................................................................... 13

Chapter 3: Resources ................................................................................................ 15About the Resources.................................................................................................. 15

Core, Recommended, and Optional Resources ..................................................... 15


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How to get the materials ......................................................................................... 15Grade 3 List of Resources ............................................................................................. 16

Social Studies/Diversity/Literature.............................................................................. 16

Whole Child/Literature................................................................................................ 18Language Arts ............................................................................................................ 19Science/Eco-Integrity ................................................................................................. 20Math ........................................................................................................................... 21Art .............................................................................................................................. 21

Chapter 4: How to Use the Materials ......................................................................... 23Introduction to Third Grade ........................................................................................ 23

Developing Observation Skills (Including Self-Observation),Finding Teachable Moments .................................................................................. 24Using Your Educators Ear with Materials and Books ............................................. 25How do you know if you are doing enough? ......................................................... 26What if My Kids Finish Early or We Run Out of Things to Do?

(Youre in Luck We Live on a Fascinating Planet!) .............................................. 27Suggestions for Scheduling ....................................................................................... 28

Social Studies/Diversity/Literature .......................................................................... 28Whole Child/Literature ............................................................................................ 28Language Arts ........................................................................................................ 28Science ................................................................................................................... 29Math........................................................................................................................ 29Art ........................................................................................................................... 29


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UNIT 1 Planning (Weeks 1-4) .................................................................................... 31

UNIT 2 Planning (Weeks 5-8) .................................................................................... 32UNIT 3 Planning (Weeks 9-12) .................................................................................. 33

UNIT 4 Planning (Weeks 13-16) ................................................................................ 34UNIT 5 Planning (Weeks 17-20) ................................................................................ 35UNIT 6 Planning (Weeks 21-24) ................................................................................ 36UNIT 7 Planning (Weeks 25-28) ................................................................................ 37UNIT 8 Planning (Weeks 29-32) ................................................................................ 38UNIT 9 Planning (Weeks 33-36 ) ............................................................................... 39

Chapter 5: How to Work with the Materials: Ideas and Activities .............................. 41How to Use the Books in Our Curriculum A Learning Model ................................... 41

Drawing Out the Learning: ...................................................................................... 41Book Project: .......................................................................................................... 42Re-Tell and Re-Create: The Value of Narrative Learning: ..................................... 43Making Your Own Workbooks andCreative Ways to Use Traditional Workbooks: ....................................................... 44Make Your Own Workbooks: .................................................................................. 46Saturation Projects: ................................................................................................ 47

Chapter 6 Additional Resources and Support ........................................................... 49Consultations If you would like additional support with this curriculum ................... 49Recommended Books and Music Some of Our Staff Favorites .............................. 49

Books for Instilling a Love of Reading (by Mary Kate Considine) ........................... 49Global Village Links and Resources........................................................................... 64A Few More of Our Favorite Resources ..................................................................... 64


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Appendix ....................................................................................................................... 65About the Authors ...................................................................................................... 65Acknowledgements: ................................................................................................... 66

The Earth Charter ...................................................................................................... 67Sample Planning Calendar ........................................................................................ 69Sample Planning and/or Record-Keeping Format ...................................................... 71


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Chapter 1: Introduction to theGlobal Village Whole Child, Healthy Planet Method

It's an amazing world we live in. We are delighted to be your guides as your family explores the

wonders of life on this planet together. We hope that this curriculum facilitates a powerful andengaging experience that opens your children's hearts, eyes, and minds to all the magicalpeople, places, and experiences this world has to offer.

This is such an incredible time to be alive because so much of the world is open to us - peoplein other centuries did not have access to the amount of knowledge and information that we do.The thought of homeschooling may be intimidating if you are a first-time homeschooler, but wetrust that you will soon feel much more confident as your view of learning expands to include theworld around you. In fact, you'll likely have trouble remembering what you were so worriedabout!

Homeschooling from the Heart (Excerpt)

We have been working with new homeschool parents for many years now and have found thatthe thing we do more than anything else is aid them as they create the learning environmentthey know is best for their child. There are so many pressures homeschooling parents face,particularly those doing it for the first time; so many myths about education that rear their uglyheads as soon as someone steps outside the norm

Our goal is to assist you in homeschooling your child in a humane, inspiring, and sociallyconscious way. We encourage you to listen to your heart and to listen to your child: observethem what lights them up? What fascinates them? When do they come alive? That is where to

start your curriculum.

How the System Works

People who are "products" of traditional schooling methods are taught to follow directions (andnot to get started without them, because you might do something wrong!) So it is natural to beconcerned that you "do it right," and to want detailed instructions. That is how most parents startout. What we have observed over the years is that people get more and more comfortable withthe process and soon find (often during their first homeschool year) that they do not want orneed as much instruction as they thought they did. Kids and their parents get "into the flow" and

they are off and running. School life is never the same again.

We want to help parents and children make the learning process their own. We provide amultitude of ideas; by following your childs interests and learning style you are free to branchout in numerous ways. There is no reason for every fourth grader to answer the same questionsabout the same topic at the same time. Some families will probably structure their year exactlyas we have suggested, while others may be so excited by one of the books that they spendseveral weeks following where it takes them, and, accordingly, spend less time on some of theother topics.


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Homeschooling affords you the opportunity to keep the learning process alive; we encourageyou to make the most of it!

Getting Started Step One is Ordering Your Books and Resources

If you have not already done so, we suggest that you start by reviewing the list of suggestedresources (see Chapter 3). Check your local library first, then order anything that you or yourlibrary do not already have. We recommend that you get your own copies of all the coreresources, since you will be using them throughout the year. If your particular grade levelcontains movie recommendations and you have a local video store, you can rent the suggestedmovies from them. Otherwise, you may want to rent them from Netflix.

Once you have ordered the materialsor at least a good portion of themthen take your timeand read through the rest of this guide.

Planning Your School Year

While some people do fine just winging it, we highly recommend that you look at the full yearin the beginning, and plan around when your vacations and other family activities and tripsmight be. See the Appendix for a calendar format that you may find helpful.

Observing the Role Fear Plays in the Educational Process (Excerpt)

Most of the traditional views on education are oriented around fear, particularly in the so-calledNo Child Left Behind, era. Now it is not just kids failing, it is entire schools under threat of

being taken over if their kids do not do well enough on standardized tests created by peoplewho think they know how to quantify learning and define what is essential. The governmentpressures the administrators, who pressure the teachers, who pressure the kids.

Then there is the idea we mentioned earlier and it's one that pretty much everyone buys into: toget a good job you have to have a good education. Putting aside disagreements over what agood education is, we see that this emphasis on jobs and competition has created atremendous climate of fear that impacts families almost from the time their children are born.Fairly early on many worry about being able to get their child into a good preschool. And so itgoes, right through high school and into college

Assessment, Testing, and Grades (Excerpt)

Friends and family members of homeschool students often want to know what grades they aregetting. New homeschool parents feel the pressure. They want to be able to reassure everyonethat their children are doing fine, that they have not made a big mistake by pulling them out ofschool.


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Why all this emphasis on grades? What do they think grades mean? What are they reallyasking: Are your children learning as much as mine? Are they learning as much as they wouldin a regular school? Most of us have been taught that grades are a valid way of assessingchildren and comparing them to each other, but are they?

Music, Art, and Nature, and Imagination (Excerpt)

For many children, the arts are what make the soul come alive and sing its song. We hope thatyou will put as much art, music, nature study, and time for imagining into your childs life as youcan

We have provided a substantial number of resources for you. Some are listed in the mainResource List (Chapter 3); others are in the Resources section (Chapter 6) at the end of thisguide.


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Chapter 3: Resources

About the Resources

Okay, here we go!

We have spent many months researching and combing through our collective resources tocome up with a list of materials to inspire and enliven your family. There is a lot here mostlikely much more than you will be able to get through in a year. So please remember that wehave designed it to be like a big smrgsbord, which means you probably do not want to puteverything on your plate all at once, and some of it might not even make it onto your plate thistime round!

Core, Recommended, and Optional Resources

We have categorized the materials in the following way:

Core you need to get it; it is a core part of the curriculum for the year (If a resource isnot labeled as optional or recommended then you can assume that it is core)

Recommended we strongly recommend that you get it

Optional we really like it, but its up to you (depends on your time, interest, budget,etc.)

In addition to the resources listed in this chapter, there are many more in Chapter 6. These areall optional.

How to get the materials:

Most of the materials we have chosen are readily available. If we have not told you where to getsomething, it means it can easily be found at either a local bookstore or library or online. Wehave provided information on where to get the resources that are not so easy to find.


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Grade 3 List of Resources (Excerpts)

Note: While most of our resources are generally listed as being for third graders, a feware not. We take a broader view than many reviewers do about what grades/ages a

particular book is appropriate for. We feel that people tend to dismiss "picture books"way too early. There is so much learning that can be built around them, and, some ofthem contain quite sophisticated language, art, and ideas. So, dont worry about theofficial grade level. Using the instructions we have provided throughout this guide, youwill be able to facilitate wonderful learning with books that are supposedly for manydifferent age levels. Also, remember that there is an extensive supplemental reading listin Chapter 6.

Social Studies/Diversity/Literature

This section contains 11 books: plus a series on international cultures with many more tochoose from. Here is one of the storybooks:

MonsoonBy Uma Krishnaswami and Jamel AkibA story of a family waiting for the rains in India. Beautiful illustrations! The story begins:All summer we have worn the scent of dust The story portrays the anticipation ofthe monsoon season in India through the eyes of a young girl describing the sights andsounds of a village in India waiting for relief from the heat with the first cloud burst.

Whole Child / Literature

3 books

Language Arts

1 spelling option

1 grammar option

2 cursive writing options

Science / Eco-Integrity

6 books: one is about activities children can do to make a difference, the others arestories, poetry, etc.


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Math

Describes the program we recommend, also mentions other options

Art

Includes two options


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Chapter 4: How to Use the Materials (Excerpts)

Introduction to Third Grade

Welcome to Third Grade! Children this age are often a delightful mix of energy, curiosityand opinion. They are becoming more independent and their confidence in their ownabilities grows. This is the flowering of middle childhood and it can be a settled andinteresting time. Having passed through many intense growth periods between birth and7 years old, they are settled into childhood, and curious about who they are and whoothers are ...

Children this age are quite capable of becoming real experts in the things that interestthem.

Developing Observation Skills (Including Self Observation), FindingTeachable Moments

Our book recommendations for this level were chosen to enhance that feeling of carefor the earth, curiosity about the world, and desire for greater independence that is thehallmark of this age. Our curriculum is designed to be used in a creative and freeflowing way, providing home teachers with the space, freedom, and attention toindividual needs that is the highlight of homeschooling.

A good way to begin this level is to look over the books together, listen carefully to whatinspires your student, and begin from there. Listening into what your child is sayingabout what inspires her is a vital part of the homeschooling teachers job. Dont beginwith worrying if and how you are going to get through all the curriculum goals. If youlisten well into what interests and captivates your learner you can ALWAYS get theacademics accomplished also.

Before you can listen clearly to your child, it is important to do some self observation.Always begin with yourself and how you are feeling, and what you are bringing to thedays learning

Using Your Educators Ear with Materials and Books

Just as an exercise, lets choose one book from our choices in this level and listen inon what it can tell us and where it can lead.


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We have chosen the book, Monsoon, by Uma Krishnaswami, as an example. Thisbeautifully illustrated book tells the simple story of an Indian family awaiting the comingof the monsoons. When we listen in to this book, we begin to hear many things. Firstwe hear the story itself, and we might like to hear it more than once. We definitely want

to hear it read aloud, perhaps more than once, from different voices...

We may want to make a list of words for our vocabulary and spelling studies. Wemay hear into a way to teach parts of speech inherent in the writing

Next, we hear into our curiosity about the place in which the story is set. Now we wantto know more about India, its land and people. If we follow what we hear, we willprobably be at the library, online, or seeking video material that can saturate us in thingsIndian. As is easy to see, in just this one simple story we can hear all the way to adistant land rich in learning


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Suggestions for Scheduling

We suggest dividing the school year into nine four-week units. Most schools are insession for approximately 180 days per year, which comes out to thirty-six weeks.Allowing for four weeks of vacation time, this will take you through a typical 10-monthschool year.

The curriculum guide contains two pages of suggestions for working with the resources in thesesubjects:

Social Studies/Diversity/Literature

Whole Child/Literature

Language Arts

Science

Math

Art

Planning

9 pages - a basic chart for planning each months activities


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Chapter 5: How to Work with the Materials: Ideas and Activities

Part 1: How to Use the Books in Our Curriculum A Learning Model(Excerpt)

This article comes from Michele Blumbergs many years of experience as a verysuccessful tutor.

In our curriculum guide we present a suggested book list you can use as the framework uponwhich to build your childs learning year. This is by no means a complete list of all books youneed or could use. You can get more suggestions from your GVS teacher.

Our hope is that you will utilize these books as a springboard into the many ideas anddiscoveries they present. At best these are a representation of what is out there. In exploring

these suggested books you may be led to many others.

Most curricula are built around a textbook and a workbook. Ours is built around the inspirationfound in many types of literature. Sometimes we do suggest a text or a workbook, but moreoften we look for a book that will bring about the same learning in a more creative, beautiful andfulfilling way. In many ways our choice of books resembles the idea of living books that earlyhome educator Charlotte Mason proposes. Some of the qualities of living books are:

Literature created by a person with an obvious special interest in his/her subject. A personal, human, emotional quality to what is presented. Books that are inspiring and attractive to the spirit as well as intellect. Material that promotes a sense of wonder and appreciation.

Books that fulfill the learning goals of that grade.

Drawing Out the Learning:

Our suggested books (and those that you can find for yourself) can be used as a way into yourown creativity. You can do this in lots of ways, specifically: Book Projects, Re-tell or Re-Create,Make Your Own Workbook, and Saturation Projects.

Book Project:

Select your book and read it. Stop now and then to ask your student to make predictions aboutwhat they think may happen in the story, or to find out what they are noticing about this book.Take time to notice the illustrations and discuss them. How do you discuss a picture? You cantalk about the colors used, the content of the pictures, whether you feel the illustrations reallyexpress what is written or not, how they make you feel, if the illustrations match the picturesthe story brings to mind, etc.

Discuss the story itself


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Chapter 6 Additional Resources and Support

Consultations If you would like additional support with this curriculum

If your children are enrolled in Global Village School, then contact your GVS teacher for support.They will be happy to help you. If your kids are not enrolled, then you can arrange for individualconsultations. Call 805-646-9792 or e-mail [email protected] for more information.

Recommended Books and Music Some of Our Staff Favorites

Books for Instilling a Love of Reading (by Mary Kate Considine) (Excerpt)

Every educator agrees that the key to a successful student experience is instilling a love ofreading at an early age. The statistics go on ad nauseum about the importance of reading toyour child, but in the world of parenting there is nothing so valuable as curling up on a couch orholding your little one on your lap as you read them a story

This section contains over 70 books. We include the full article and resource list with each gradelevel. (Approximately 30 of the books are for younger children, grades 4 and below. Advancedreaders may enjoy some of the books for the older children as well.)

Special Circumstances (Emotions, Body Changes, etc.):

A half dozen books that may be helpful as students or their families go through the changes thatlife brings

Addressing Sexual Orientation (Full section)

Some families have an LGBT (lesbian, gay, bisexual, or transgender) family member. Someparents may wonder if their child is gay. A child might think they are gay, but be afraid to talkabout it. Even if none of these is the case, every child hears about the issue in the media orsome other way, at a very early age. Sexual orientation is an unfortunate term in a way,becausejust like heterosexuals there is so much more to an LGBT person, and to theirrelationships with those whom they love, than sex. Know that there are many beautifulsensitively written books out there that open the door to the conversation without talking aboutsex at all. If you feel the need or desire to address the idea of sexual orientation in age-appropriate ways with your childrenor if you would like to be better educated yourselfhereare some resources that may be helpful.


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And Tango Makes Threeby Peter Parnell and Justin Richardson, Pre-K-3. We fell in love withthis one. Its a true story about two male penguins at the Central Park Zoo in New York City.Theres no discussion about sex just a description of their special relationship and the waythey hatched an orphan penguin egg and cared for the baby.

GLBTQ: The Survival Guide for Queer and Questioning Teensby Kelly Huegel, Ages 13 andup. The teen years are full of challenges. For gay, lesbian, bisexual, transgendered, andquestioning teens, these challenges can include prejudice, discrimination, rejection, reprisals,insensitive remarks (even among friends and families) and violence. Topics include coming out(the pluses and minuses), facing prejudice and pressure, getting support, navigatingrelationships, staying safe, making healthy choices, surviving and thriving in high school, andmore. (Description from the publisher, freesprit.com)

For other great books:

GLSEN (The Gay, Lesbian and Straight Education Network) has compiled a wonderfulcomprehensive list of books that they have screened for accuracy, sensitivity, and age-appropriateness:

http://www.glsen.org/cgi-bin/iowa/all/booklink/K-6.html

http://www.glsen.org/cgi-bin/iowa/all/booklink/7-12.html

For the Heart and Soul

A list of about a dozen of our favorites

Great Music for Kids

A list of several great CDs and/or downloads

Global Village Links and Resources

Global Village School (GVS): http://www.globalvillageschool.org

The Global Village Voice (GVS Blog): http://www.globalvillageschool.org/gvsblog

GVS Bookstore: http://astore.amazon.com/globalvillage-20

Progressive Resources: http://www.globalvillageresources.org

GVS on YouTube: http://www.youtube.com/user/globalvillageschool

GVS on Facebook: www.facebook.com/globalvillageschool


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The curriculum guide concludes with author information and acknowledgements, a copy of theEarth Charter, a sample planning calendar, and a sample record-keeping format.

To order a Global Village Whole Child, Healthy Planet curriculum guide,write [email protected] call (805) 646-9792.

Thank you foryour interest; we look forward to sharing our curriculum with you!

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GVS 3rd grade sample

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