Social Studies Syllabus
Information Technology Syllabus
Christian Living Syllabus
In Grade 3, the students are about to embark on a special journey of understanding the Catholic Church’s uniqueness. The students will learn more about what it means to be a member of the Church Community. The introductory session will help the students begin to think of themselves as a special community within the Church. As they get acquainted, they will discover common interests and experiences. They will begin to appreciate their unique talents and gifts which can help them become a community. They will learn how throughout his public ministry, Jesus focused on building up and teaching the small community of disciples to be one with him- a family and a community bonded by love, respect, and faith.
Reading in the third grade is designed to promote further thinking and reasoning skills. Students are led to relate their reading materials to their own experiences and recognize ideas and relationships among ideas and then take a further step to perceive and elaborate on explanations and interpretations. Vocabulary building intensifies and more inferential comprehension skills are introduced, practiced, maintained, and applied systematically. The order of events and relationship among ideas are stressed in high-quality literary selection.
Language and Arts
The third grade language arts curriculum allows students to apply the foundational skills learned in reading, writing, speaking and listening skills. Students enhance the grammar usage, mechanics, spelling, and handwriting skills through writing exercises for different aims and audiences. They learn to read with fluency and develop comprehension in fiction, poetry and drama. Using media, creative presentations expand their ability in speaking or oral communication, listening and connecting among language, texts, and personal experiences.
Students in the third grade explore, create and discover more mathematics concepts through activity-centered instruction. They construct their own Math understanding and sharpen their mathematical skills when they communicate with each other. More reinforcement exercises are provided in the number concepts and basic operations through multi-step word problems. Addition and subtraction of similar fractions are introduced together with decimals using money notations. Ideas about geometric figures are also extended in this grade.
The third grade course of study covers the three main disciplines of science. Universal laws of motion, simple machines, work, and energy are included in physical science while minerals, rocks, rock cycle, and fossils are covered in earth science. The study of plants and animals as two major life forms complement this course of study with an emphasis on the importance of plants as the producer of the substance of all living things. Students continue to attain necessary skills to explore, observe, predict, infer, classify, and compare while being exposed to process science simultaneously.
Social Studies in the third grade offers students an opportunity to view world communities from the past to the present. In the process, students learn about community needs and resources, ways of linking communities, as well as relationships between communities and their governments. Students continue to broaden skills in making graphs and begin to locate and identify places using latitudes and longitudes. They also incorporate language skills in vocabulary use, reading/ oral comprehension, and the writing process.
Reading: Literature – Grade 3
Key Ideas and Details
Craft and Structure
- ELA-Literacy.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELA-Literacy.RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- ELA-Literacy.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Integration of Knowledge and Ideas
- ELA-Literacy.RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
- ELA-Literacy.RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
- ELA-Literacy.RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.
Range of Reading and Level of Text Complexity
- ELA-Literacy.RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
- (RL.3.8 not applicable to literature)
- ELA-Literacy.RL.3.9Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
Reading: Informative Text
Key Ideas and Details
- ELA-Literacy.RL.3.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Craft and Structure
- ELA-Literacy.RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELA-Literacy.RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.
- ELA-Literacy.RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Integration of Knowledge and Ideas
- ELA-Literacy.RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- ELA-Literacy.RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
- ELA-Literacy.RI.3.6Distinguish their own point of view from that of the author of a text.
Range of Reading and Level of Text Complexity
- ELA-Literacy.RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- ELA-Literacy.RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
- ELA-Literacy.RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.
Reading: Foundational Skill – Grade 3
Phonics and Word Recognition
- ELA-Literacy.RI.3.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
- ELA-Literacy.RF.3.3Know and apply grade-level phonics and word analysis skills in decoding words.
Reading: Writing – Grade 3
Text Types and Purposes
- ELA-Literacy.RF.3.4Read with sufficient accuracy and fluency to support comprehension.
- ELA-Literacy.RF.3.4aRead grade-level text with purpose and understanding.
- ELA-Literacy.RF.3.4bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- ELA-Literacy.RF.3.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Production and Distribution of Writing
- ELA-Literacy.W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
- ELA-Literacy.W.3.1aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
- ELA-Literacy.W.3.1bProvide reasons that support the opinion.
- ELA-Literacy.W.3.1cUse linking words and phrases (e.g., because, therefore, since, forexample) to connect opinion and reasons.
- ELA-Literacy.W.3.1dProvide a concluding statement or section.
- ELA-Literacy.W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- ELA-Literacy.W.3.2aIntroduce a topic and group related information together; include illustrations when useful to aiding comprehension.
- ELA-Literacy.W.3.2bDevelop the topic with facts, definitions, and details.
- ELA-Literacy.W.3.2cUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
- ELA-Literacy.W.3.2dProvide a concluding statement or section.
- ELA-Literacy.W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA-Literacy.W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
- ELA-Literacy.W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
- ELA-Literacy.W.3.3cUse temporal words and phrases to signal event order.
- ELA-Literacy.W.3.3dProvide a sense of closure.
Research to Build and Present Knowledge
- ELA-Literacy.W.3.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- ELA-Literacy.W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
- ELA-Literacy.W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Range of Writing
- ELA-Literacy.W.3.7Conduct short research projects that build knowledge about a topic.
- ELA-Literacy.W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- (W.3.9 begins in grade 4)
Reading: Speaking and Listening – Grade 3
Comprehension and Collaboration
- ELA-Literacy.W.3.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Presentation of Knowledge and Ideas
- ELA-Literacy.SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- ELA-Literacy.SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- ELA-Literacy.SL.3.1bFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- ELA-Literacy.SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- ELA-Literacy.SL.3.1dExplain their own ideas and understanding in light of the discussion.
- ELA-Literacy.SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- ELA-Literacy.SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Reading: Language – Grade 3
Conventions of Standard English
- ELA-Literacy.SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
- ELA-Literacy.SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
- ELA-Literacy.SL.3.6Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Knowledge of Language
- ELA-Literacy.L.3Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELA-Literacy.L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELA-Literacy.L.3.2aCapitalize appropriate words in titles.
- ELA-Literacy.L.3.2bUse commas in addresses.
- ELA-Literacy.L.3.2cUse commas and quotation marks in dialogue.
- ELA-Literacy.L.3.2dForm and use possessives.
- ELA-Literacy.L.3.2eUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
- ELA-Literacy.L.3.2fUse spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
- ELA-Literacy.L.3.2gConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Vocabulary Acquisition and Use
- ELA-Literacy.L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Math: Operations and Algebraic Thinking – Grade 3
Represent and solve problems involving multiplication and division.
- ELA-Literacy.L.3.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- ELA-Literacy.L.3.4aUse sentence-level context as a clue to the meaning of a word or phrase.
- ELA-Literacy.L.3.4bDetermine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
- ELA-Literacy.L.3.4cUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
- ELA-Literacy.L.3.4dUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
- ELA-Literacy.L.3.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- ELA-Literacy.L.3.5aDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
- ELA-Literacy.L.3.5bIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
- ELA-Literacy.L.3.5cDistinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
- ELA-Literacy.L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Understand properties of multiplication and the relationship between multiplication and division.
- Math.Content.3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- Math.Content.3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
- Math.Content.3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
- Math.Content.3.OA.A.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Multiply and divide within 100.
- Math.Content.3.OA.B.5Apply properties of operations as strategies to multiply and divide.2Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
- Math.Content.3.OA.B.6Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
- Math.Content.3.OA.C.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Math: Number and Operations in Base 10
Use place value understanding and properties of operations to perform multi-digit arithmetic.¹
- Math.Content.3.OA.D.8Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3
- Math.Content.3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Math: Number and Operations in Fractions
Develop understanding of fractions as numbers.
- Math.Content.3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.
- Math.Content.3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
- Math.Content.3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Math: Measurement and Data – Grade 3
Solve problems involving measurement and estimation.
- Math.Content.3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
- Math.Content.3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- Math.Content.3.NF.A.2aRepresent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
- Math.Content.3.NF.A.2bRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
- Math.Content.3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- Math.Content.3.NF.A.3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- Math.Content.3.NF.A.3bRecognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
- Math.Content.3.NF.A.3cExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
- Math.Content.3.NF.A.3dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Represent and interpret data.
- Math.Content.3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
- Math.Content.3.MD.A.2Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- Math.Content.3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
- Math.Content.3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric measurement: recognize perimeter.
- Math.Content.3.MD.C.5Recognize area as an attribute of plane figures and understand concepts of area measurement.
- Math.Content.3.MD.C.5aA square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
- Math.Content.3.MD.C.5bA plane figure which can be covered without gaps or overlaps byn unit squares is said to have an area of n square units.
- Math.Content.3.MD.C.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- Math.Content.3.MD.C.7Relate area to the operations of multiplication and addition.
- Math.Content.3.MD.C.7aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
- Math.Content.3.MD.C.7bMultiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
- Math.Content.3.MD.C.7cUse tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
- Math.Content.3.MD.C.7dRecognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Math: Geometry – Grade 3
Reason with shapes and their attributes.
- Math.Content.3.MD.D.8Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
- Math.Content.3.G.A.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
- Math.Content.3.G.A.2Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.