Third/Fourth Grade
As teachers, we work to build a caring and supportive classroom community in order to help our students develop a feeling of security and inclusion, so they are able to learn and to take risks that will help them grow as individuals.

Our classroom is vibrant, bright and colorful. Students choose to work at the big round tables in either room or tucked away in a cozy library corner. On the big, central rug, we have whole class meetings then break into smaller groups for writing conferences, literature circles, social studies centers and math lessons. Children in grades 3/4 have a full week of classroom learning complemented by "specialist" (art, library, drama, Spanish, etc.) time scheduled throughout their week.

A visitor might see:

• A Math lesson comparing speeds of land mammals…
• Students venturing inside the Box of the Unknown to experience the Age of Exploration…
• Small groups putting mystery puzzles together, then creating group stories about them…
• Students refining raw clay gathered from our own stream, making artifacts, and painting them with traditional designs…
• The whole class giving compliments and suggestions to a student who has just read a rough draft aloud…
• "Family" groups fleeing through the woods, experiencing the fears and hopes of a journey on the Underground Railroad…
• The whole class madly playing the "Medieval Game of Life" in which Lords collect goods, knights die in wars, and one-third of the population is wiped out by the Bubonic Plague!

No one says it better than the students themselves: "I wish I could be in 3/4 forever!"

Language Arts
Third and fourth graders have many opportunities throughout the day to develop as readers, writers, listeners and speakers. We have created a reading program that combines daily reading aloud, independent, self-selected reading, and guided reading instruction through our "Literature Circles." We primarily read fiction, but always read some non-fiction as well. In addition, students learn to read content-area texts in science and social studies. Students explore texts to gather meaning, relate to the larger world, to history, other cultures, and for the sheer joy and entertainment of reading a good and interesting book. While most of our readers are above grade-level, some are still developing fluency; thus, a range of books is offered each session to fit the individual needs of all of our students. Sample titles for a literature unit on the ocean include: Island of the Blue Dolphins, Call It Courage, Magic Treehouse: Dolphins at Daybreak, and Dances with Manatees. Students are guided and allowed to make their own book choices. Groups are always mixing, so students do not get pigeon-holed by level. In literature circles, we focus on reading fluency, vocabulary development, comprehension, and responding to text. Students summarize, sequence, explore literary devices, get to know genres, compare and contrast, weigh the pros and cons, predict, analyze characters, think inferentially, and respond both orally and in writing to their reading. They explore the author's purpose, and relate text to other books, ideas, and experiences in their own lives. They learn to write expository paragraphs, take on the character's point of view, and have the opportunity to do projects that extend beyond the book, from writing an extra chapter to creating a "talk show" with the characters, a board game, or a set design.

Writing Workshop is our primary forum for developing writing technique in the third and fourth grade. We focus on the process of writing, and teach the steps by which writers grow their craft. Mini-lessons range in content from mechanics, such as how to create dialogue, to developing ideas through description, to teaching genre, such as the elements of a fairy tale. Throughout the two years, students explore different domains of writing: expressive, informative, narrative, and persuasive, and have both self-selected and teacher-directed topics. Peer-conferencing allows students to help each other develop as writers, and the teachers' modeled writing shows new techniques in use. The teachers meet individually with students to assess and address their particular needs. Writing projects may include: a spooky story, a persuasive letter or essay, a collection of poems, a biographical report, and a story written in the style of Dr. Seuss.

Spelling and Vocabulary development are approached both holistically, as children need them in their individual writing and reading, and formally, through the use of Word Wall Words with brief daily practice. Third and fourth graders also have a vocabulary program, Wordly Wise. Students are expected to spell all commonly-used words correctly, and to be actively striving towards developing spelling patterns they can use in longer, more difficult words.

Math
The curriculum is composed of three interwoven components. The backbone of the math program is SRA Math from Prentice Hall. This program provides a basic course outline which covers all the requirements of New York State. We chose the SRA program because it provides structure while also allowing for flexibility in the classroom. This flexibility provides the second component of our curriculum, allowing the teachers the freedom to incorporate manipulatives, projects and games in a way that best suits their teaching styles. The last component of the SRA program involves fluency in basic mathematical skills. All students achieve mastery of the basic operations of addition, subtraction, multiplication and division of whole numbers, fractions and decimals.

Social Studies
The third and fourth grades use an integrated, thematic approach to social studies. Students explore a topic through reading, writing, hands-on experiences, art, music, drama, physical education, multi-media and field trips. Our goal is to foster an excitement for studying history, geography, society, culture, and government, while encouraging students to think about the who, what, where, when and most importantly, why, of events that have shaped the past, present, and lead toward the future. We encourage students to drive their own learning with essential questions, such as, "What happened when explorers met people who already lived there?" and "What is life like in Australia today?" Students are given a variety of resources for their learning. We do not use a single textbook, but collect high-quality trade books, historical fiction, non-fiction, magazines, videos, websites, and library resources surrounding our topics of study. Each year, we add new titles to the collection. We create lessons that strive to bring the past or the distant to life and allow students to experience as much as they can, and to tap into their talents and interests as they discover new facts, ideas, experiences and possibilities in the greater world of time and place.

Ours is a two-year program. In one year, we begin with a study of Native Americans of New York. We try to find out what life was like before European settlers arrived, and we try to engage in some traditional activities ourselves. We learn legends and songs, read stories and histories, and relate important patterns of government to our own government. Students research topics that interest them, such as "games," "medicine," or "food and cooking." We also have a chance to visit the Iroquois Museum to learn more about New York State's earliest inhabitants. From there, we work on in-depth studies of New York State during the Revolutionary War, through the age of Industrialization, Art and Craft movements in New York, as well as local and regional investigations of historical events in the past, present and future. We allow each child the opportunity to share their own experiences living in the area, we bring experts into the classroom to discuss their areas of expertise, and we encourage the kids to make connections between their own experiences and the new learning. Many visits to local and regional places of historical importance also take place, where we have a chance to understand a little more about the past.

The other year begins with third and fourth graders absolute favorite topic: the Middle Ages. We look at A Street Through Time to orient ourselves in time and see how civilization grew, fell, and grew again. We explore the social systems in place, and the harsh realities of life between 500 and 1000 years ago. Students revel in learning about the Bubonic Plague, and are fascinated by the concept of castle architecture as a defense against war. They study the reasons for battles, and look at the peaceful activities of men, women, and children, rich and poor, clergy and lay, as they made their way through daily life. Our Medieval Day is full of pageantry and celebration, music, dance, drama, archery and jousting. We then focu on the European Renaissance and study the Age of Exploration, looking hard at the conquests and consequences of the famous European explorers' endeavors. We also discover many lesser-known explorers whose curiosity and bravery should not be forgotten.

Science
The third and fourth grade students have Science class three times a week. They experience this class in the Science building, surrounded by animals, both live and on display, aquariums, maps, and large windows, which look out onto our pond and surrounding mountains and forests. In a word, they are surrounded by nature; the very thing that they are studying all year long.

Some of the topics that are covered in the third and fourth grade are:

• Living things that grow and change
• Ocean life (The water cycle and Day of the Dolphin, living organisms, systems)
• Rocks and Minerals
• Healthy Body (Eating right, Heart/Lungs)
• Measurement within units (length, volume, mass/force)
• Ecosystems (relationships of living things, Eco-columns)
• Properties of matter
• Electrical circuits

For students in grades 5-6, there is an annual Science Fair in the spring, during which time students are encouraged to demonstrate their understanding of various scientific methods and concepts.

Physical Education
Physical Education in the third and fourth grade emphasizes creative movement and playing group games of many kinds. Children love the challenge of playing group games, and they develop collaborative and conflict-resolution skills at the same time. As part of P.E., they play cooperatively-based games of tag; non-elimination dodge ball and our own special WDS version of capture-the-flag. Many games and activities teach the skills of kicking, throwing and catching. Fitness-related exercises are introduced, giving children a broad range of activity and an introduction to sports and fitness-related activities.

Music
Third and fourth grade WDS music students are introduced to the elements of music. They are engaged in learning a vocabulary with which to communicate. They learn rhythm and melody, and a love of music is engendered through singing, structured and unstructured movement activities, playing and improvising on instruments, playing musical games and dancing. The program is Kodaly and Orff-based, and children have many opportunities to work with the Orff instruments and with other percussion instruments. They enjoy performing at All-School Meetings, and often spontaneously burst into song wherever they are. In addition to music class, Chorus is offered as a choice for second grade and up. Students acquire a repertoire of songs, rounds, and simple two- and three-part music. They practice their singing and ensemble skills, and perform at school meetings and community events.

Art
Art for the third and fourth grade starts a dialogue of studying artists of the past, copying their styles as well as studying the art of other cultures. Children are asked to think about their art, to use it to express themselves or to tell a story, to think of how art affects the viewer, and how it affects the artist. They are exposed to a variety of materials and media, and work on formal studies, like monochromatic sketching, and free-expression, as with found-object sculpture. They learn clay techniques, drawing, color mixing and the elements of design. Many projects are designed to integrate art with social studies topics throughout the year. Some projects have included: making a medieval village, Australian Aboriginal-inspired clay pots, a community quilt, a "big world," and a "little world."

Spanish
Students in the third and fourth grade experience Spanish on a weekly basis, for 50 minutes. The program consists of lots of games, songs, and role-playing. It is meant to be a fun and open learning environment. We practice greetings, colors, and word and number recognition. Some of the Spanish skills that your child might have by the end of their time in the third and fourth grade are:

• Knowing, using and recognizing animal vocabulary
• Knowing and using plant vocabulary
• Telling time
• Discussing favorite sports and telling when they are played
• Weather and season vocabulary
• Learning calendar months, weeks and days
• Comparing and contrasting Spanish and Mexican holidays
• Knowing numbers 1-100
• Using basic food vocabulary
• Knowing about the U.S Southwestern region and the Spanish speaking population
• Cooking and/or tasting Hispanic snacks
• Knowing names of family members
• Knowing how to express feelings
• Understanding influence of Spanish language on English language/region.
• Preparation of some traditional dances

Library
Library class meets once a week for 45 minutes. Students love going to library, because the major focus is to explore marvelous books by being read to. We know that the best way to develop lifelong readers is to read aloud to them, long after they've learned to read by themselves! Library class also includes "book talks," browsing, and checking out books. Third and fourth grade students also begin to learn how the library works, how it's organized and how to find books on subjects that interest them. Our library has over 10,000 books, and is one of the most modern collections in the area. Whether they're lying on the rug coloring medieval illuminated letters while listening to tales about Young Merlin, guessing the Word of the Week, or browsing the newest books to have come in, the students appreciate the magic - and the power - of the library.

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