Look Inside

Grade III

There are three Grade III classrooms, each with up to 17 students in each class.

About Grade III

List of 10 items.

  • Grade III Thematic Study: Whales / Central Subject: Whaling

    Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill traditions, in all subjects we integrate themes regarding character, values, respect for self and others, and the responsibility children have as members of the community.

    Developmentally, students in third grade begin to think beyond themselves and are ready to understand their importance as members of a larger group. Daily work in the classroom supports this growth, including activities such as self-reflection work, portfolio assessment, and class meetings.
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  • Language Arts in Grade III

    A set of B-VIII Grade standards provides the framework for our work in language arts. Below are listed some of the goals we have for third grade students in language arts.  

    Read grade-level text fluently and with adequate phrasing and expression
    Choose books at an appropriate level for independent reading
    Summarize main points from fictional and informational text
    Distinguish between fact and opinion
    Make inferences and predictions
    Recognize and use lower case cursive alphabet
    Use a variety of sentence structures to enhance writing
    Use dialogue in narrative writing
    Use conventional spelling and punctuation in written work
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  • Mathematics in Grade III

    The mathematics program in third grade and across grade levels in the Lower School encourages children to construct their own mathematical knowledge through meaningful learning experiences. Students solve problems, develop sound reasoning, communicate their mathematical thinking in written and oral forms, make connections to mathematical ideas and real-life experiences, and construct different representations of mathematical concepts. The third-grade mathematics program emphasizes both practical and theoretical aspects. All five content strands of mathematics are taught; number sense and operations, data analysis and probability, measurement, geometry, and algebra. Manipulative materials and games are used to further mathematical understanding, to develop visual discrimination with respect to shape, size, and other attributes, and to further develop pattern recognition and problem-solving skills. Manipulative materials include Cuisenaire rods, place value chips, geoboards, tangrams, tiles, and pattern blocks.
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  • Science In Grade III

    (Five 50-minute classes )

    Science is an integral part of the thematic study of whales, and the Science Department acts as a resource to the gradeheads in supporting the classroom curriculum. Science activities encourage students to enhance their observational and experimental techniques. The topics covered include: size and scale, ancient life, echolocation, whale food, how animals stay warm in water, navigation, weather and how it affects the oceans, ocean currents, and conservation. Students also undertake a number of STEM projects, in which students combine math topics with engineering. For example, they design and build model boats, build insulated bags, and model ocean floor mapping.
  • Art in Grade III

    (Three 50-minute classes every 10 days for half the year)

    The third grade studio classes are introduced to the basic materials of the studio and are encouraged to experiment and explore through ongoing projects. They have instruction in drawing using a variety materials, painting with tempera and water color, as well as collage and some three dimensional sculpting in clay. Emphasis is placed on developing skills, confidence with materials and self-expression.  
  • Woodshop in Grade III

    (Three 50-minute classes every 10 days for half the year)

    Each student begins the term by designing a sea creature to be made out of wood. They think about shape and detail and develop skills in planning the construction of their projects. They study the grain in wood and begin to understand its strengths and limitations. Each student makes a template and works towards cutting with accuracy and using shaping and smoothing tools effectively. They are exposed to simple mechanical engineering concepts and can use them in the creation of their projects. After this, they make model whaling ships, giving attention to small details and using fine motor skills. Students go on to use gross motor skills when they cut and shape oars, build stilts and other projects of their choice.  
  • Music in Grade III

    (Two 50-minute classes per week)

    Third graders review the rhythmic and melodic skills they learned the previous year, and develop new skills in the areas of singing, listening, playing instruments, movement and sight-reading music. Students are expected to be consistent participants in all activities. They listen to a wide variety of music and are encouraged to find their singing voice. Vocal development activities focus on pitch matching, blending head and chest voice, singing with correct breath support and developing their “inner ear”. Throughout the year they learn songs from a variety of cultures and styles for lower school and all-school assemblies. Children increase their skill and confidence in singing and maintaining a harmonic vocal line. In connection to their thematic studies in the classroom, they learn a number of songs about whales, which are then shared at their fall Whale Assembly. In the second half of the year, when they begin studying whaling, they learn some sea shanties and look at the role of work songs on board a ship.  Soprano recorder is emphasized as a classroom instrument, and students learn some of the pitches and melodies in the G pentatonic scale (B-A-G). Orff instruments frequently accompany class songs, and children will learn to read and play a variety of rhythmic patterns and ostinati. They learn to identify how music is rhythmically and melodically organized and what makes it expressive. In the spring, the sea shanties, public speaking and acting skills they’ve worked on are incorporated into an original class play about whales and whaling.
  • Library in Grade III

    (One 50-minute class per week)

    Third graders grow in their independence as they use the library and discover books that interest and challenge them. During each class the librarian introduces students to a variety of chapter books that may be of interest for check out, and guides students in finding and choosing books on their own. The year also includes an in-depth study of the ways in which picture books work, focusing on the tools an author and illustrator use to tell a story.  Students consider the connection between pictures and text, theme, the use of color, the expression of mood and tone, symbolism, and story elements such as circular endings and interconnected stories. This unit includes a Caldecott Award study that culminates in our own Mock Caldecott. Through exposure to a variety of different books students learn to use the library and develop a love of reading.
  • Physical Education in Grade III

    (Three 50-minute classes per week)

    A major focus in third grade Physical Education is the development of a healthy attitude toward all types of physical activities.  Students refine basic movement techniques as they learn to use them confidently, safely, and competently in increasingly complex situations. Through performance outcomes, students achieve and demonstrate mature forms of the basic locomotor, nonlocomotor, and manipulative skills.  In our classes, students use sports skills in combination with each other in dynamic, complex environments. Students acquire specialized skills fundamental to a movement form (i.e., basketball chest pass, throw and catch with a lacrosse stick, fielding in whiffle ball) and begin to acknowledge transferable skills, applying them elsewhere.  In third grade, students begin to learn that participation in a physical activity is a conscious personal decision, choosing activities both for the enjoyment and the health benefits they derive. Third graders participate in moderate to vigorous physical activity for increasingly longer periods of time without tiring. We continue to focus on cooperation and communication skills and using them to facilitate completion of a common goal while working with a partner or small diverse groups.
  • Lower School Community in Grade III

    The entire Lower School (B-IV grade) meets together in the Assembly Hall from 8:35 to 9:15 every Friday. The music component of assemblies includes community singing, performances by Shady Hill students and performances by outside musical groups. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in projecting their voices and effectively presenting their work. Sometimes assemblies are used for performances, such as class productions, Visiting Artists or outside performers or speakers. Outside presenters come from the arts, sciences and humanities, and make a connection to the wider world.

Grade III Faculty

List of 11 members.

  • Photo of Veer Bhalla

    Veer Bhalla 

    Grade III Gradehead
    Tufts University - BA
    Lesley University - M.Ed.
  • Photo of Betsy Leahy

    Betsy Leahy 

    Grade III Gradehead
    Middlebury College - B.A.
    Tufts University - M.Ed.
    TTC '83
  • Photo of Grace Wettach

    Grace Wettach 

    Grade III Gradehead
    Hobart and William Smith Colleges
    Bank Street College of Education - MA
  • Photo of Stephanie Campbell

    Stephanie Campbell 

    Middle School Science Teacher
  • Photo of Kirk Goetchius

    Kirk Goetchius 

    Visual Arts Department
    Connecticut College - B.A.
    Tufts University - M.A.
    TTC '86
  • Photo of Amanda Marinell

    Amanda Marinell 

    Grade III Literacy Specialist
    Hobart and William Smith Colleges - B.A.
    Tufts University - M.Ed.
  • Photo of Heidi McCune

    Heidi McCune 

    Assistant Director of Athletics
    California University of Pennsylvania - M.S.
    Loyola Marymount University - B.A.
  • Photo of Alexandre D'Abruzzo

    Alexandre D'Abruzzo 

    PE Teacher and Coach
    Bridgewater State University
  • Photo of Stephanie Travers

    Stephanie Travers 

    Grades B-V Physical Education Curriculum Coordinatior
    Springfield College - B.S.
    Springfield College - M.Ed.
  • Photo of Susanna Paterson

    Susanna Paterson 

    Simmons College - M.L.S
    University of Virginia - B.A.
  • Photo of Kabir Sen

    Kabir Sen 

    Music Teacher
    Wesleyan University - B.A.
    TTC '07
    Lesley Universtity - M.Ed
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