syllabus 11-12 example

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.


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.


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




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



3-1.6 Analyze the effect of authors

craft (word choice, sentence structure,

etc.) on the meaning of a given literary

text





• Contractions

• Compound words


• 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



3-2.1 Summarize evidence that

supports the central idea of a given

informational text.


determine the meanings of words3-3.7 Spell correctly


• Contractions

• Compound words


• 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.





• Contractions

• Compound words


• Common homonyms




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?☺




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.




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




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.




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:




• 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




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




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:




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.




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.



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.

syllabus 11-12 example

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