Welcome to Grade Three!
Curriculum Handout
September 2015
Grade Three Teachers:
301 – Mr. Randy Smith
302 - Ms. Belinda Loder
303 – Mme Sara Barry
304 – Ms. Theressa Caddigan
305-Mme Tammy Manor
306 – Ms. Deanne Keating
Music -Ms. Deanne Coady
Choir - Ms. Connie Reid
Physical Education - Ms. Christy Dalton (Mr. Jason Sheppard)
Learning Resource -Ms. Leigh Borden
Instructional Resource Teacher - Ms. Rebecca Trask
Principal - Ms. Debbie Peddle
Assistant Principals – Mr. Rodney Mitchell &
Ms. Bernadette Kolonel
Holy Trinity Elementary, Torbay, NL
Grade 3 French Immersion
2015-2016
Welcome to your child's Grade Three year at Holy Trinity Elementary School! I
look forward to an exciting year of learning and working closely with you to
ensure that your child has a happy and successful.
____________________________________________________________
General Information
Use of the Agenda
The agenda is a very useful tool to help your child keep organized. It is also an
important communication tool between school and home. Encourage your child
to bring the agenda to class each day and to return it home each evening.
Please check and initial the agenda daily. The front plastic pocket will be
used for notes and their personal dictionary so please check there every day.
This is a great opportunity to help encourage independent organizational skills.
Homework
As you know, the homework routine has changed throughout the school. While
there will be no traditional spelling tests and no dictées, we will be still teaching
spelling in the classroom through work on strategies and skills often using
vocabulary from the curriculum, as well as individual word lists. Written
homework may be assigned periodically to reinforce concepts covered at school.
However, the homework in our class, 305 will primarily consist of reading and
sound work.
As children read silently at home, please frequently ask your child to tell about
what s/he is reading, ask questions to ensure understanding and periodically ask
your child to read parts orally to you so that you can be sure they are reading
fluently. A consistent time and place, away from distractions such as the T.V.
can help make the homework time go smoothly.
Students are encouraged to consistently use their “personal dictionary/lexique”
both at home and during school. As they record new spellings and vocab they
should review these on a nightly basis. They are expected to bring the personal
dictionary back and forth to school on a daily basis.
Lunch/Recess
Most parents are now familiar with the School Lunch Program. A lunch menu
envelope is sent home every month with a due date posted on the front. Please
be very conscious of this date and send the envelope back in time as late
envelopes cannot be accepted at the school. The School Lunch Program is also
accessible online. You can register your child and order the meals s/he would
like all through the School Lunch Association’s website: www.schoollunch.ca .
Also, if your child is bringing a packed lunch, or recess please remember the
school's policy banning peanuts and other nut products, eggs, shellfish, and
fish due to allergies. Products that “may contain traces” of these items are
acceptable for snacks or lunches.
When the weather is inclement and children stay indoors for playtime, they often
want to bring in toys to play with. Your child may bring something to play with,
but it must be something that can be put back in the locker after lunch. If you are
concerned about expensive items being taken, then you might want to have your
child choose something else to bring. Smaller, quiet or non-violent toys are good
choices. Please encourage your child to keep all electronic games at home.
Classroom Routines
The Grade Three curriculum abounds with opportunities for group work, use of
hands-on materials, outdoor work and other fun and active learning experiences.
We are working hard as a class to establish good routines to enable this to
happen. Skills such as using "indoor voices", cooperating and taking turns can
be reinforced at home. As well, there are times when focused listening and quiet
seatwork is important. Encouraging good listening behaviors (e.g., looking at the
speaker), attention to detail and taking care over how written work is presented
are also important skills to reinforce.
Curriculum Outline
The following is a brief overview of the curriculum and resources used in the
Grade Three program. The specific curriculum outcomes are set by the
provincial Department of Education. These and other information for each
subject area can be accessed online at:
http://www.ed.gov.nl.ca/edu/k12/curriculum/index.html
___________________________________________________________
Language Arts (French and English)
The Language Arts curriculum is organized around six strands:
 Listening and Speaking
 Reading and Viewing
 Writing and other ways of Representing.
As you are aware, English Language Arts is introduced this year in grade 3.
Students will engage in numerous activities that will provide opportunities to
practice and develop these skills. These activities will include, but are not limited
to, reading stories, poems and articles; writing in a personal journal, composing,
writing creative stories, completing research projects, etc.
Students will be taught numerous spelling strategies. There will not be traditional
weekly spelling tests or French dictées. However, students will be expected to
show a strong commitment to using their own personal dictionary to record new
words in both languages. They will be expected to review these new spelling
words on a nightly basis. The personal dictionary will hold words in both
English and French. The personal dictionary MUST be brought to school on a
daily basis. Students will receive an English and French poem each week.
These poems will be reviewed each day in class. Students should practice
reading these poems on a nightly basis as part of their reading routine.
To meet the outcomes in English Language Arts we will be using a variety of
learning resources and approaches including two reading anthologies
Keepsakes and Treasures and Hand In Hand, various novels, literature circles,
guided reading, book talks, literacy blocks, Daily 5, selected websites and the
library. Cross-curricular and seasonal themes will also help us meet our
outcomes in a fun and meaningful way. In addition, a new resource is being
implemented in grade 3 this year to provide better critical thinking skills to our
students. Teacher professional development for the Literacy Place program
begins for teachers in the upcoming weeks.
At the Grade 3 level, children will build on the reading strategies and skills they
learned in Grade 2, and they will be encouraged to develop "fluency". Daily
reading in both languages is a very important part of your child's literacy
development. Along with the many opportunities your child will have to read
during the school day, reading at home nightly in both languages will help your
child increase their reading skills and fluency.
Written expression is another very important aspect of the Language Arts
curriculum in both languages, and is reinforced throughout other subjects as well.
Children will be encouraged to express their ideas fully, using new and
interesting vocabulary, and to expand the length of their writing. "Conventions"
such as punctuation and spelling will also be taught through editing and proofreading of their work. We will be using a program called Write Traits on occasion
to reinforce elements of good composition.
English Language Arts Program:
Literacy Place
Other relevant resources
French Language Arts Program:
Ardoise
GB+
Cataradi 3
Des Chansons ( Music)
Other relevant resources
Expectations for Language Arts Success in both languages
Reading: Reads fluently with expression in French and English
Applies skills to master new words in French and English
Comprehends appropriate reading material and writes
answers to questions in complete sentences.
Reads independently in French and English
Follows directions
Writing:
Writes in sentences
Uses capital letters and punctuates correctly
Writes in paragraphs
Writes stories using descriptive language
Spells reasonably correctly
Uses personal dictionary for unfamiliar words in French and
English
Speaking: Speaks in sentences in French and English
Expresses ideas clearly in both languages
Displays increased vocabulary
Listening: Listens attentively
Recalls main ideas from a story
Understands and follows directions
Viewing: Interprets visuals
Representing: Presents ideas in various formats
Art
The Grade 3 Art curriculum has four main goals: development of visual
awareness, visual expression, development of appreciation for visual arts, and
increased self awareness. The text guides the children in the creation of art as
well as appreciation and response to the art of other people. Art activities will
also be woven throughout other subject areas and seasonal themes will be
integrated where possible.
Students will have the opportunity to communicate through art. Some of the
topics will include:
a. Elements of Design: line, shape, form, color, texture and space
b. Principles of Design: movement, repetition, balance, contrast,
emphasis and unity
Skills to be developed include watercolor painting, cutting, tearing paper, pasting,
crayon and stick media, modeling and construction skills. Reference to the text
Explorations in Art will be made. Students will also work on various seasonal
pieces of art throughout the year.
Health
This program focuses on the student’s emotional, physical, social and mental
health. It is designed to make children aware of good health habits and help
them understand their bodies. Many of the objectives of the program will be
integrated throughout other areas of study.
The Grade Three Health program consists of the following topics: active living,
consumer health, dental health, drug education, environmental health, injury
prevention and safety, mental health, nutrition, physical growth and development,
relationships, and self care, The topics will be covered through a variety of
activities, discussions, guest speakers, as well as involvement in community
awareness programs. Healthy living will also be integrated throughout other
subject areas and healthy living practices will be reinforced throughout the school
day.
Mathematics

Texte: Chenelière Mathématiques 3
Grade 3 Mathematics curriculum promotes active exploration of a variety of
mathematical ideas in the context of meaningful learning experiences. Students
will represent, describe, compare and order numbers to 1000. Addition and
subtraction to 1000 will be explored. There is a focus on mental math strategies
for 2-digit numbers and facts to 18. Multiplication to 5 x 5, as well as the
corresponding division facts, will be studied. Students will explore patterns and
relations through increasing and decreasing patterns. They will also solve onestep addition and subtraction equations. Work with measurement and 3D objects
and 2D shapes provide opportunities to develop students’ sense of shape and
space. Students will collect and organize first-hand data. They will also construct,
label and interpret bar graphs to solve problems.
The Mathematics curriculum emphasizes understanding through the use of
hands-on materials such as "Base Ten Blocks", and encourages the children to
express their mathematical knowledge through language (speaking and writing).
The approach involves much discussion and your child will sometimes write in a
Math Journal to describe how a problem was solved or to discuss a new concept.
This year we will be building on your child’s understanding of multiplication and
division and working toward efficient recall of the facts to 25 (5 X 5). Memory of
the facts (to 5 X5) is very helpful, ensuring that an understanding of what
multiplication means comes first.
Problem solving will be an ongoing part of the program. Strategies for solving
story problems and non-routine problems will be integrated throughout the
various stands.
Grade Three French Immersion students will be completing provincial
assessments in Mathematics this year.
Religion
Texte: Beaucoup d’amis, un monde
The Grade 3 Religion curriculum encourages students to "grow religiously,
spiritually and morally into informed, caring and contributing members of society"
(Primary Religious Education Interim Curriculum Guide, Department of
Education). The textbook includes stories about various important religious
figures, heroes and personalities from around the world such as Terry Fox,
Martin Luther King and Ruby Bridges. Seasonal themes will be integrated and
children's literature will be incorporated where appropriate. Discussion, artwork,
reflection and writing will be used to help your child meet the outcomes of the
program.
Social Studies
The outcomes for the Grade 3 Social Studies program revolve around these six
conceptual strands:






Citizenship, Power and Governance
Individuals, Societies, and Economic Decisions
People, Place and Environment
Culture and Diversity
Interdependence
Time, Continuity and Change
Texte: Ma Province, Terre Neuve et Labrador, (2011). It explores 3 primary
units titled:
- How can you describe the province of Newfoundland and Labrador?
- How do the people of Newfoundland and Labrador share their lives?
- How do citizens shape our province?
Sciences
Texte: Pan Canadian Science Place Modules
The Grade Three Science program consists of four units, each with its own
softcover textbook:

Dans le sol : Down Under (looking at soil)



Des forces invisibles : Invisible Power (an examination of gravity,
magnetism and static electricity)
Ça tient debout : Build It Up (the study of how buildings and structures are
designed and constructed)
En pleine croissance : Watch It Grow (how seeds turn into plants).
This program takes a very hands-on, discovery approach to learning, and your
child will be involved in examining materials, outdoor work, building objects and
growing things. The science program aims to develop the student’s ability to
observe, ask questions and to find answers. The student is encouraged to think
creatively, innovatively and independently. There will be both small and large
group activities. Field trips may be planned to help enrich your child's
experiences in Science.
Assessment and Evaluation
Evaluation is a continuous and on-going process, taking in all aspects of
growth. At this level, a variety of sources is used to assess a student’s progress.
For example:
-
participation in group discussions
daily observations
oral presentations
completion of in-class assigned tasks
student/teacher conferences and interviews
anecdotal records (short descriptions of classroom observations)
work samples (daily in-class assignments)
rubrics
checklists and jot notes
occasional unit tests
in-class projects
behavior during both structured and unstructured times
ability to carry out responsibilities
ability to follow school rules and routines
overall effort and initiative
presentation of work in a neat and organized manner
cooperation with respect and consideration of others
All daily work is considered extremely valuable, and very important for
assessment purposes. Children are encouraged to strive for their best at all
times.
I look forward to working with your child this year!