We will continue to build basic skills in math while learning to apply those skills to solving real life problems. Using story problems helps math instruction intersect with the real world. We will learn to enjoy the hard work of solving math questions, and we will delight in finding the solutions.

Children of this age are ready and eager to explore cultures and peoples different from themselves. We will broaden our understanding of others and ourselves through the study of music, language, food, and literature from our homes, the neighborhood, our diverse country and abroad.

We will put our reading, math and observational skills to use exploring the natural world around us. Third graders are beginning biologists with good eyes for detail. Their enthusiasm for how things work is high.

Language Arts

Half of the morning is devoted to language arts (handwriting, spelling, grammar, writing, reading, and language expression) because the children are freshest then and best able to cope with symbolic work. It is crucial that the children develop these basic skills to the best of their abilities so they are prepared to apply them with ease at higher intellectual levels in the upper grades. Whenever possible the classroom themes are incorporated into their work.

Experts in elementary education support the kind of careful attention we give to language arts instruction. Children move at their own rates through this process, and they are entitled to teachers sensitive to their needs. If they are rushed or stressed, they will not work with confidence or enthusiasm. We are able to challenge the children in their areas of strength with high level material and at the same time support them in weaker areas. It is important to note that a child who is reading advanced material, for example, may not yet be a fluid writer or a confident speaker. Opportunities to shine in areas of strength are available to all the children.

Reading

Reading is taught using a wide variety of methods. We allow the individual to concentrate on his or her strengths to promote a feeling of success. We use a range of materials, including chapter books, reference books, and commercial readers. Current basal readers are literary and relevant.

Some reading instruction is done in large class groupings. We also meet with the children in small groups to allow for greater individualization and maximum progress. Teachers attend to each child's particular mode of reading, sight word vocabulary, and attack skills. Children also have a chance to read aloud to their peer group to enhance oral confidence.

Phonics instruction is an essential part of the program. It is an important aid in deciphering words. By now the children have been exposed to the essential phonetic elements necessary for independent reading. This year we will learn the more challenging phonetic rules, such as when to double the final consonants or when to drop the silent e. We will also learn about roots, prefixes, and suffixes, how to make plurals, where to break words into their component syllables, and how to use a dictionary.

As the child is increasingly able to decode the letter symbols that form words, he or she is able to focus on words as the conveyors of ideas. Getting all the words correctly deciphered in a sentence is a huge undertaking for a young reader. However, understanding the meaning of the whole sentence or passage is crucial so that children know there is deeper meaning in the reading process. To promote the value and excitement of reading for meaning, we encourage the use of regular storybooks. We keep careful track of each student, seek consultation when appropriate, and communicate regularly with each family.

Third graders will be able to focus on comprehension, a higher level intellectual activity. Once the decoding process is more automatic, reading becomes a means to an end: seeking information, appreciating style, enjoying a good story. The children learn to recall the material presented in the text. Again, this is a skill which requires time and repetition to develop; each child progresses at his or her own rate. Fluent reading does not automatically include good comprehension. We will pay more attention to reviewing and monitoring this important foundation to upper level learning, using both standardized and individualized materials. A period of daily silent reading is important and begins each day. Children are encouraged to sustain their focus and to use the time to read books that are of particular interest to them. Titles are varied in the classroom to reflect changing topics of study.

Writing and Spelling

Writing is a corollary to the reading process; they are opposite sides of the same coin. Yet as with so many areas of child development, the acquisition of writing skills happens at variable rates in any group of children. Students who can quickly decode words as they read may not be so comfortable putting their ideas into print. With good reading instruction and plenty of time and encouragement to write creatively, children will gradually be able to produce sustained compositions. In addition to creative writing, the class will also be exposed to other writing styles. We will practice reading and writing narratives, expository writing, persuasive writing, and poetry.

Throughout the primary years, the children are encouraged to use invented spelling to help the flow of ideas and joy in self-expression. As they mature in both reading and writing they will begin to use correct spelling and mechanics. They are aware of the need to spell accurately even before they can do it themselves. Establishing spelling standards is symbolically important for the young writer, but it remains secondary to self-confident expression in the primary years.

For those ready to move toward standardized spelling and correct grammar, teachers will introduce the idea of rough drafts and revisions, as well as more specific mechanics. The children have spelling binders geared to their individual needs. Their understanding of the phonetic rules in reading will begin to sustain their written spelling as well. However, the children's ability to incorporate these words into fluent writing will come more slowly and on an individual basis.

Part of writing with ease comes with confident handwriting. We review printing and introduce cursive in third grade. Young writers spend time practicing letter formation and putting it to use in their compositions. As they reach for longer and more complicated expression, they will continue to practice and review good handwriting. As always, there is great variation in the acquisition of this fine motor skill, and we strive to give individual attention to those needing more support.

Mathematics

While strengthening the children's acquisition of basic math operations and facts, the third grade math curriculum will develop problem-solving skills and strategies. These strategies are used to solve varying levels of word problems, but may be applied to other areas of inquiry. These strategies include: the use of manipulatives, making diagrams, making a list, creating a table, looking for patterns, working backwards, brainstorming, and taking risks. Many problem-solving activities are done cooperatively in pairs or small groups. Problem-solving skills and computational skills are necessary to be a successful mathematician.

The third graders study and gain mastery in the following areas: basic addition and subtraction, multiple digit addition and subtraction with and without regrouping, understanding place value, uncovering and understanding patterns, estimating, greater than and less than comparisons, rounding, basic multiplication facts to 10, one digit by three digit multiplication calculations, relationship of multiplication and division factors, and introduction to longer division problems. Spatial math activities include tangrams, pentominoes, and pattern blocks. Telling time, measuring, working with money, and simple graphing are also covered.

French

In third grade children meet with our French teacher, Gail Mensher, once a week. They learn to carry on short conversations focused on greetings, health, clothing, colors and numbers. They study a number of topics throughout the year, which often include the house, the market and village, families, travel and transportation. They build vocabulary and expand their basic words of description to fit the need of the current topic. The teacher leads them in playing games and encourages them to speak aloud their first French word groupings. Their receptive vocabulary is still much greater than their spoken language but they develop a good base for more sophisticated vocabulary, word study and reading in the upper grades. As always, French is taught in a non-stressful way so that foreign language acquisition is a happy experience. It is also a wonderful way to help children expand their English vocabulary as we talk about similar Latin-based words in English and French.

Social Studies

Social studies curriculum will vary each year, depending on current events, classroom influences, and the enthusiasm of the particular class. We are a school that strives for integration between disciplines, and social studies is a subject where integration can be successfully accomplished. Units will often include art projects, music, science, geography, or dramatic presentation. Field trips are usually arranged to coincide with the main topic of study.

The Valley School encourages the in-depth study of ancient cultures during each school year. We study the civilizations upon which American institutions, sciences, mathematics and arts are based. This year the third grade will explore the Middle Ages. History, social institutions, architecture, mathematical systems, and art are wonderful ways to put the children's skills in writing, reading, painting, and drawing together in marvelous, expressive ways.

Science

Science is a hands-on experience. Our focus is on developing our powers of observation. Tapping into the children's natural curiosity about the world around them leads to keen observations, recording these observations, predictions, and experiments to measure and test hypotheses. Science can be enriched by art and drama projects which give children other ways to express their discoveries. In this way, the children will be introduced to the scientific process during the primary years.

The Arts

Teacher-directed art lessons are part of the curriculum. In the classroom, the emphasis will be on using different media, exploring the uses of shape and space, color theory, uses of texture and design, and appreciation of the work of other artists. Students will work in two and three dimensions, using a variety of materials. The instruction will be responsive to the children's interests, as well as related to current themes when it is appropriate. In addition to classroom art, the third graders meet with art specialist Jodi Waltier once a week.

Music is an integral part of our weekly routine. Music specialist Pam Gerke works with the third graders once a week to explore rhythm through song-games, body movement and instruments. They learn a wide range of songs including folksongs from around the world and from different cultures. The entire school gathers for singing and other activities at the All School Meeting on Fridays. Outside music specialists also contribute to our program. For example, there may be a percussion unit for a period of time followed by a different unit as opportunities arise to work with professional musicians. We plan to arrange a visit for the whole school from members of the Seattle Symphony later this year.

Physical Education

Physical movement activities are an important part of the curriculum as well. They teach rhythm, specific skills, and an appreciation of one's physical capabilities. We use a wide variety of activities: warm-up exercises, creative dramatics, sports skill practice, music, dance, and a lot of walking. Students participate in physical activities off campus on Friday afternoons. Third graders also will meet regularly on campus with a certified P.E. instructor to further their physical development.

Library

The third graders visit the library each week to check out books, learn about how the library is organized and listen to stories read by librarian Marilyn Nicolai. They participate in choosing the Valley School Book award given to a children's author each year. Families may contribute books to the library's excellent collection to honor special occasions such as birthdays.