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3rd Grade Curriculum

Meet Our 3rd Grade Teacher!

June Deem Staff.JPG

June Deem

Hi! My name is June Deem and I am the 2nd and 3rd Grade Teacher at St. John Central Schools!

 

I have been teaching since 1975. I have a Bachelor of Arts in Education from Marietta College and a Masters of Education in Curriculum and Instruction from Ohio University. I am certified to teach K to teach grades K-8 and K-12 o teach K-8 all subjects and K-12 in Reading.  I also have approximately 37 additional semester hours in reading, math, and science. I have been teaching at St. John since 2022. I enjoy reading, sewing, and cruising the Ohio on the Valley Gem.

Ohio Standards 

St. John Schools follow the curriculum that Ohio Scandalized. Below is a summary of what Ohio expects teachers to teach Kindergarten in each subject.  For more details, please click the link next to each subject.

English Language Art  

  • Language

    • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    • Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    • Determine 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.

    • Demonstrate understanding of word relationships and nuances in word meanings.

    • Acquire 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).

  • Reading- Foundational Skills 

    •   Know and apply grade-level phonics and word analysis skills in decoding words.

    • Read with sufficient accuracy and fluency to support comprehension.

  • Reading - Informational

    • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    • Analyze informational text development.

    • Describe 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.

    • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

    •  Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

    •  Distinguish their own perspective from that of the author of a text.

    • Use 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).

    • Describe the relationships between the evidence and points an author uses throughout a text.

    • Compare and contrast the most important points and key details presented in two texts on the same topic.

    • By 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.

  • Reading - Literature 

    •  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    • Analyze literary text development.

    • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

    •  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

    • Refer 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.

    • Describe the difference between points of view in texts, particularly first- and third-person narration.

    •  Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting).

    • Compare 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).

    • By 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

  • Writing 

    • Write opinion pieces on topics or texts, supporting a point of view with reasons.

    • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

    • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

    • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

    • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.

    • Conduct short research projects that build knowledge about a topic.

    • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

    • Write 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.

Mathematics

  •  Operations and Algebraic Thinking

    • ​Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

    • Interpret 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.

    • Use 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.

    • Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

    •  Apply properties of operations as strategies to multiply and divide.

    • Understand division as an unknown-factor problem.

    • Fluently 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.

    • Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

    • ​ Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

  •  Number and Operations in Base Ten

    • Use place value understanding to round whole numbers to the nearest 10 or 100.

    • Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

    • Multiply 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.

  • Number and Operations - Fractions

    • Understand 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.

    • Understand a fraction as a number on the number line; represent fractions on a number line diagram.

    • Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

  • Measurement and Data

    • Work with time and money.

    • Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers 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.

    • Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step "how many more" and "how many less" problems using information presented in the scaled graphs.

    •  Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

    • Recognize area as an attribute of plane figures and understand concepts of area measurement.

    • Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

    •  Relate area to the operations of multiplication and addition.

    • Solve 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.

  •  Geometry

    • Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles).

    • Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Science

  •  Earth and Space Science

    • Earth's nonliving resources have specific properties.

    • Earth's resources can be used for energy.

    • Some of Earth's resources are limited.

  •  Physical Science

    • All objects and substances in the natural world are composed of matter.

    • Matter exists in different states, each of which has different properties.

    • Heat, electrical energy, light, sound and magnetic energy are forms of energy.

  •  Life Science

    • Offspring resemble their parents and each other.

    • Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.

    • Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

Social Studies

  • History 

    • Events in local history can be shown on timelines organized by years, decades and centuries.

    • Primary and secondary sources can be used to show change over time.

    • Local communities change over time.

  •  Geography 

    • Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions.

    • Daily life is influenced by the agriculture, industry and natural resources in different communities.

    •  Evidence of positive and negative human modification of the environment can be observed in the local community.

    •  Systems of transportation and communication move people, products and ideas from place to place.

    • Communities may include diverse cultural groups.

  • Government 

    • Members of local communities have rights and responsibilities.

    • Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.

    • Laws are rules which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community.

    • Governments have authority to make and enforce laws.

    • The structure of local governments may differ from one community to another.

  • Economics

    •  Line graphs are used to show changes in data over time.

    • Both positive and negative incentives affect individuals' choices and behaviors.

    • Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off.

    •  A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services.

    • A market is where buyers and sellers exchange goods and services.

    • Making decisions involves weighing costs and benefits.

    • A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.

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