Third Grade Curriculum Overview

General Introduction

DC Bilingual Public Charter School’s mission is to implement an academically demanding and age appropriate dual language program designed to foster bilingualism and biliteracy and promote the development of the “whole” student.

DC Bilingual’s educational goals are that all students will:

• graduate from fifth grade fully bilingual and biliterate (in English and Spanish);
• master curriculum content and concepts, according to the adopted learning standards, taught in both languages;
• develop an appreciation for and understanding of cultural and language diversity.

As a community, we follow common rules and guiding principles which help create a safe, positive learning environment for students, staff and families.

We always:

• Treat others the way we want to be treated.
• Try our best.  
• Respect and celebrate diversity.

This is our community- Keep it cleans, keep it safe, and keep it happy!

DC Bilingual works towards meeting these goals by providing a challenging dual language curriculum which offers holistic, developmentally appropriate learning experiences for all students. Team teachers share instructional responsibilities in the classroom. In the early grades, children receive literacy instruction in their dominant language, ensuring solid development of basic reading and writing skills. Instruction in other content areas is delivered in both languages ensuring that children are exposed to both languages orally throughout the day.  While emphasis is placed on standards-based academic instruction, instruction is delivered within the context of the development of the whole child. Physical, social-emotional, linguistic, cognitive and artistic skills are explored and developed through hands-on, experiential learning. Curriculum and curricular resources are chosen and developed based on identified standards. DC Bilingual has adopted the DC Early Learning Standards to guide instruction and measure achievement in PreK and the DCPS standards for elementary grades (www.k12.dc.us/dcps/Standards/standardsHome.htm). The WIDA Language Proficiency Standards (www.WIDA.us) are used for language acquisition in both languages. As part of the school’s on-going work in these early years, DC Bilingual staff and consultants are develop interdisciplinary curriculum units based on the adopted DCPS Learning Standards and approved curricula resources.

DC Bilingual’s educational program and approach emphasize:

• Every aspect of children’s learning and development —cognitive (intellectual), linguistic (language), physical, and social/emotional;
• Hands-on, thematic and project-based learning which incorporates core academic subjects and the arts;
• A stimulating environment for developing independence and learning other important skills;
• High quality professional and bilingual teachers and staff;
• Parent and family involvement in children’s learning.

DC Bilingual’s curriculum was developed based on the following beliefs:

• Children learn by doing, exploring, experimenting, and discovering;
• Children make meaning from hands-on, concrete, here and now experiences;
• Children connect concepts acquired in their home language to new activities and experiences in school;
• Children’s work is play.

Through its interdisciplinary, bilingual curriculum, DC Bilingual maintains a focus on the following educational features:

• bilingualism and biliteracy;
• critical thinking and problem solving;
• joy of learning;
• traditional academic subject matter;
• multiculturalism;
• technology as a learning tool:
• the performing and visual arts; and
• health and physical development.

This document, which is a work in progress, serves as a guide for teachers and parents. During the 2006-2007 school year, we will continue to refine and improve our curriculum. We look forward to continuing to work together to create an academically demanding dual language program in which all students can and will achieve to high levels.

Two-Way Immersion Program

Quality two-way immersion programs integrate instruction so that all students will become bilingual and bi-literate through a rigorous academic program. DC Bilingual’s two-way immersion model is implemented in a single classroom with two teachers, a native/dominant English speaker and a native/dominant Spanish speaker. Throughout the school day both English and Spanish are the used as communication tools for acquiring an understanding of concepts, skills and knowledge in the social/emotional, physical, cognitive and linguistic domains. Students learn content in math, science, and social studies and technology through instruction in English and Spanish. In two-way immersion classes all students are first and second language learners depending on which teacher is interacting with or instructing the student or students. All preschool and kindergarten students develop oral language pre-literacy and literacy skills in the native/dominant language. In first grade, all children learn to read in their first/dominant language. In second grade, all students continue to develop literacy skills in their first/dominant language and they are formally instructed in learning to read in the second language. As students enter the upper elementary grades there is a gradual shift that enables students to gain high level proficiency in both their first/dominant and second language.

The basic goals of two-way immersion programs, including DC Bilingual’s are to:

• Achieve proficiency in English and Spanish while developing high level of academic skills
• Build strong thinking and reasoning for problem solving in math and science
• Develop high levels of proficiency in both languages
• Perform at or above grade level in academic areas
• Create a school-wide learning environment that respects linguistic and cultural diversity
• Foster a sense of community and cross-cultural understanding
• Increase family support and involvement

Curriculum Model

At all grade levels, English and Spanish are used during the school day as the two languages of instruction. In second grade all students are formally instructed in reading and writing in their second language while they continue to develop literacy skills in their first/dominant language. Literacy instruction occurs in small groups with flexible grouping. All students continue to develop receptive and expressive skills in their first language. Heterogeneous groups and flexible grouping occurs for all other academic subjects, math, science, social studies, and technology.

Mixed groupings of first and second language learners encourage English and Spanish speaking students to help and learn from one another. Mutual understanding and respect are developed through the linguistic and cultural diversity that every student brings to the classroom.

Responsive Classroom

DC Bilingual PCS has adopted Responsive Classroom^® as a school wide social curriculum. Through Responsive Classroom, we can better support the development of the whole child. Responsive Classroom principles and practices help us create safe, challenging, and positive learning environments where all children can thrive academically, socially, and emotionally. Through Responsive Classroom, students will develop important social and leadership skills. They learn to respect themselves, others, and their materials, to solve conflicts peacefully, and to use social skills to work together in a variety of settings.

Responsive Classroom is guided by the philosophy that students learn best when they feel a sense of safety, belonging, and community in their classroom and school.  It provides structures and strategies to guide teachers in building a learning community where students feel safe, know that they are a valued member of the class, and are willing to take the risks necessary to learn. Each day begins as a community with a morning meeting where students welcome and share with each other.  Likewise, each day ends with a meeting where students gather as a community to reflect on the activities of the day and say goodbye to each other. For more information on Responsive Classroom, visit www.responsiveclassroom.org.

Units

Teaching teams develop thematic and project-based interdisciplinary learning units based on the learning standards. Because this is the first year for second grade at DC Bilingual, the team is developing thematic units throughout the course of the year.

The first unit is “Who We Are.” This cross-curricular project will provide students the opportunity to create autobiographies. Timelines, personal narratives, and other forms of expressions (illustrations, dance/movement, songs, etc.) will be utilized. The main objective is for students to present themselves in the context in our classroom learning community. Various standards will be covered. During the project, students will complete surveys and questionnaires. Mathematics lessons will focus on analyzing data and presenting results in a variety of formats including graphs.

Reading/English Language Arts

The K-2 language arts program is a comprehensive balanced literacy program which incorporates reading, writing, listening, viewing and speaking. The goals of the program are to help all students develop into effective communicators who speak and write clearly and fluently and become independent readers of a variety of literary genres and texts that reflect our diverse heritage.

At DC Bilingual, the Harcourt Trophies/Trofeos series, a standards-based curriculum, has been selected to form the basis for instruction and learning. In addition, teachers u se guided reading series in both English and Spanish leveled according to Fountas and Pinnell. Teachers implement the Reading and Writing Workshop models. Both models share five basic structural components:

• focus lessons
• small-group instruction
• independent practice or working with peers
• one-to-one or small group conferences
• share time

In each workshop, demonstrations, guided participation, engagement, and assessment are linked in order to facilitate student learning. Teachers may use a variety of language experiences to engage students during this time including:

• instruction in phonics
• guided reading and writing
• shared reading and writing
• independent reading and writing
• interactive writing
• reading aloud
• discussions

At DC Bilingual, the District of Columbia learning standards indicate what students should know and be able to do as learners by the end of each grade level.  The Reading/English Language Arts Standards are organized and presented in eight different strands.  Many of the strands have multiple categories.

• Language Development
• Beginning Reading
• Informational Text
• Literary Text
• Research
• Writing
• Media
• English Language Conventions

Grade Level Overview
Second Grade Reading/English Language Arts

In second grade all students are formally instructed in reading and writing in their second language while they continue to develop literacy skills in their first/dominant language. The second grade language arts program is designed to build on the skills and knowledge children have learned in the preceding years and to support students in the further development of their skills in reading, writing, and oral language.  Teachers plan and provide a balance of learning experiences including the use of direct instruction, modeling by teachers, and guided practice. Students are given ample opportunity to independently practice the skills that they acquire in a safe and scaffolded learning environment created in the Reading and Writing Workshops. Teachers use a variety of assessment tools to monitor student progress, analyze the data to inform their instruction, and modify/differentiate the program to meet the needs of individual learners. The ultimate goal of the second grade language arts program is for all students to enhance their literacy skills, specifically in reading comprehension and fluency, phonics/decoding, spelling and grammar, writing and speaking.

Expected Accomplishments by June (sampling):

1. In listening and speaking:

• *  Strand: Language Development (questioning, listening, and contributing)
• Give, restate, and follow oral directions that involve a series of unrelated sequences of action.

2. In reading:

• *  Strand: Beginning Reading (fluency)
• Read aloud grade-appropriate text fluently, accurately, and with comprehension.

3.   In writing:

• *  Strand: Informational Text (expository text)
• Identify the purpose and restate important facts from a text heard or read.

Mathematics

The goal of DC Bilingual’s mathematics program is to acquire the mathematical knowledge necessary to lead successful lives and to benefit the community in which they live. Students must estimate, calculate, use appropriate measurement tools, use mathematical reasoning and solve increasingly complex problems. The end result is the ability to think and reason mathematically and use mathematics to solve problems in authentic contexts. In PreK, teachers integrate meaningful hands-on learning experiences into interdisciplinary units. A formal curriculum is currently under consideration for adoption in PreK.  In the elementary grades, TERC Investigations , a standards-based curriculum, is used in support of this over-arching outcome in math. (For more information on TERC mathematics program, visit http://investigations.terc.edu/) 

With Investigations, students explore topics in depth through a series of investigations which incorporate key mathematical concepts and ideas. Students are actively engaged in using materials and working with their peers to solve larger mathematical problems. Significant time is dedicated to students working together, thinking about problems, and modeling, drawing, writing and talking about their work. Students are engaged in hands-on activities with a purpose, rather than just completing pages from a workbook. This approach helps students better understand, enjoy and appreciate mathematics. The workshop model described in the language arts section is adapted for use in mathematics as well. Ample time is provided for students to work together and then compare their methods and results, analyze their work and share conclusions. Choice time is also a central part of the Investigations structure, allowing students to work at their own pace either independently or in groups. Extensions provide ample opportunities fro differentiation based on students’ needs and interests. While students are engaged in activities and idea sharing, teachers have lots of opportunities to observe students and assess their understanding of key mathematic concepts. Checklists and specific assessment activities, using familiar formats, are also used to assess understanding.  In addition, more formal pre and post assessments are also conducted.

The Math Standards are organized and presented in five different strands.  Many of the strands have multiple categories.

• Number Sense and Operations
• Patterns, Relations and Algebra
• Geometry
• Measurement
• Data Analysis, Statistics and Probability

Grade Level Overview
Third Grade

Reading/English Language Arts
The third grade language arts program is designed to build on the skills and knowledge children have learned in the preceding years and to support students in the further development of their skills in reading, writing, and oral language. Teachers plan and provide a balance of learning experiences including the use of direct instruction, modeling by teachers, and guided practice. Students are given ample opportunity to independently practice the skills that they acquire in a safe and scaffolded learning environment created in the Reading and Writing Workshops. Teachers use a variety of assessment tools to monitor student progress, analyze the data to inform their instruction, and modify/differentiate the program to meet the needs of individual learners. The ultimate goal of the third grade language arts program is for all students to enhance their literacy skills, specifically in reading comprehension and fluency, phonics/decoding, spelling and grammar, writing and speaking.

Mathematics
The goal of DC Bilingual’s mathematics program is to acquire the mathematical knowledge necessary to lead successful lives and to benefit the community in which they live. Students must estimate, calculate, use appropriate measurement tools, use mathematical reasoning and solve increasingly complex problems. The end result is the ability to think and reason mathematically and use mathematics to solve problems in authentic contexts.

With Investigations, students explore topics in depth through a series of investigations which incorporate key mathematical concepts and ideas. Students are actively engaged in using materials and working with their peers to solve larger mathematical problems. Significant time is dedicated to students working together, thinking about problems, and modeling, drawing, writing and talking about their work. Students are engaged in hands-on activities with a purpose, rather than just completing pages from a workbook. This approach helps students better understand, enjoy and appreciate mathematics. The workshop model described in the language arts section is adapted for use in mathematics as well. Ample time is provided for students to work together and then compare their methods and results, analyze their work and share conclusions. Choice time is also a central part of the Investigations structure, allowing students to work at their own pace either independently or in groups. Extensions provide ample opportunities for differentiation based on students’ needs and interests. While students are engaged in activities and idea sharing, teachers have lots of opportunities to observe students and assess their understanding of key mathematic concepts. Checklists and specific assessment activities, using familiar formats, are also used to assess understanding. In addition, more formal pre and post assessments are also conducted.

The Math Standards are organized and presented in five different strands. Many of the strands have multiple categories.
1. Number Sense and Operations
2. Patterns, Relations and Algebra
3. Geometry
4. Measurement
5. Data Analysis, Statistics and Probability

Science
The study of science in the elementary grades combines information, scientific habits of mind, problem solving and critical thinking and inquiry skills to understand the ways science affects the present and future quality of life. Students acquire science knowledge, practice the scientific method, and apply science concepts by reading, observing and conducting investigations that have real world applications. DC Bilingual supports scientific inquiry through the use of grade level FOSS (Full Option Science Systems) science kits supplemented with teacher-developed standards-based units. Hands on experiments allow students to investigate the natural world by using the five senses and thinking skills.

The Science Standards are organized and presented in five different strands. Many of the strands have multiple categories.
1. Scientific Thinking and Inquiry
2. Earth Science
3. Physical Science
4. Life Science
5. Science and Technology (beginning in 2nd grade)

Social Studies
Our cultural heritage is diverse and we celebrate multiculturalism and diversity through cross-curricular projects, school-wide cultural events and interdisciplinary thematic unit exploration. In the elementary grades, we focus on the residents of the United States and the qualities of human life that make us unique like families, culture and civic responsibility. As part of our two-way immersion program, the social studies curriculum helps students develop their own socio-cultural identity, reach out and learn about the world and their place in it, and begin to exercise their role as citizens in a democracy and in the world. Social studies units are developed based on standards and integrated with the other content areas. They are designed with a language-sensitive, active approach to social studies that is developed for a multicultural, global perspective. At DC Bilingual, the social studies curriculum, while based on learning standards, is integrated into our overall curriculum and organized by theme. From there, extensions into culture and geography are incorporated.

Technology
Technology is a tool for learning at DC Bilingual. Computer usage and technology are integrated into the traditional curriculum and content areas. Once routines and expectations for computer use are established, each student will have at least 20 minutes of time on a computer each week doing a directed activity. This is a time to use the computer to do activities which further educational goals through providing opportunities for practice, instruction, and extension. The activity will often have a deliverable associated with it (for example, achieving a certain score on an educational game or producing a writing assignment) and generally will involve both student and teacher working together as they would on other classroom activities. PreK classrooms are equipped with two Young Explorer computers with age-appropriate content-related interactive programs. In the elementary classrooms, there are two desktop computers with curriculum related software in both Spanish and English. Students will also have opportunities to work in the computer lab and on the laptops from the school’s wireless mobile lab.

Through their exposure to computers and exploration through meaningful integrated projects, students will:

• gain technology (computer) knowledge and skills regarding cause and effect, vocabulary, and classroom protocol and practices.
• develop appropriate eye-hand coordination to manipulate various components of a computer and other technology.
• publish writings and other projects on the computer.
• Learn to use the internet as a resource and research tool.
  integrate technology across the content areas using age-appropriate software.
  

Arts: DC Bilingual works with CentroNía’s art department to develop an integrated arts program based on the National Standards for Arts Education (http://artsedge.kennedy-center.org/teach/standards/). Specialists work weekly with students in the areas of visual arts, music and movement (PreK), and gardening connecting the work to specific class units and themes in the classroom. In addition, the arts are integrated within classroom activities and projects. Through projects and activities, students explore specific technical skills and understanding while developing their creativity and multicultural appreciation and understanding.

Expected Accomplishments (sampling):
Visual Arts
By the end of fourth grade, students will:

• use different media, techniques, and processes to communicate ideas, experiences, and stories.
• use art materials and tools in a safe and responsible manner.
• use visual structures and functions of art to communicate ideas.
• select and use subject matter, symbols, and ideas to communicate meaning.
  Music
• sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo.
• sing expressively, with appropriate dynamics, phrasing, and interpretation.
• perform easy rhythmic, melodic, and chord patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.
• perform expressively a varied repertoire of music representing diverse genres and styles.
  echo short rhythms and melodic patterns.

Social Development
A central part of DC Bilingual’s mission is to promote the development of the “whole” child. To this end, significant time is spent supporting the social/emotional development of students through specific content and through the focus on developing a positive and nurturing school climate. As mentioned above, through Responsive Classroom, students will develop important social and leadership skills. They learn to respect themselves, others, and their materials, to solve conflicts peacefully, and to use social skills to work together in a variety of settings.

Specific social skills are developed at all grade levels including:

• following rules and directions
• demonstrating respect for others and propert
• working cooperativel
• accepting personal responsibility for actions
• resolving conflicts using appropriate strategies
• demonstrating self confidence, self control and independence.

To further support students’ social and character development, DC Bilingual is implementing the Second Step curriculum. Second Step is a violence prevention program that focuses on four distinct skills children need to grow up well adjusted: character education, identification of feelings, developing empathy, and friendship skills. All grade levels implement this curriculum during a built-in weekly time. This curriculum is designed to extend to all areas of the school curriculum.

Homework Policy
Homework assigned by teachers is always developmentally appropriate and related to the social and academic curriculum in a purposeful way. Homework assignments will reflect our dual language model and include an appropriate balance of Spanish and English. The goals of homework assignments at DC Bilingual are to enrich and extend the school experience, reinforce standards and learning objectives, provide meaningful practice in needed skills, and promote individual responsibility and self-direction.

Homework By Grade Level:
? 3rd Grade: In addition to the daily reading requirement, students will be assigned approximately 25-30 minutes worth of homework each night. Homework in 3rd grade is assigned in both languages equally.

How Students Are Assessed and Graded
DC Bilingual has instituted a thoughtful and comprehensive set of student assessments and program accountability activities. Some assessments or testing are mandated by the federal government or the state, the DC Public Charter School Board, and/or by DC Bilingual to support its Board-approved accountability plan. However, most of the assessment work at DC Bilingual is geared toward measuring student progress and success, and ultimately is designed to improved instruction and overall school performance. The school’s assessment and testing program is carefully crafted with consideration given to best practices in education and teaching, an understanding of child development principles with special attention given to age and stage appropriateness, and an appreciation of individual differences. Information and results from regular assessments will be shared during parent-teacher conferences. Additionally, your child’s teachers will send home regular classroom newsletters updating you on what students are doing in the classroom and what skills learning activities focus on.

Students receive quarterly standards-based progress reports. The standards and skills identified on the progress report represent what students should know and be able to do by the end of the year. Teachers base quarterly grades on students’ level of mastery of these skills and concepts according to formal and informal assessments, observations and a review of student work.