Sixth Grade Mathematics Syllabus



School Year 2015 – 2016

|Course Name |3rd Grade Advanced Reading |Course Code | |

|School Name |Brockett Elementary School |Teacher Name |Dr. Hudson |

|School Phone Number |678.874.2602 |Teacher Email |quonias_d_hudson@ |

|School Website | |Teacher | |

| | |Website | |

Course Description

Students in third grade read much more widely on a variety of topics. They increase their abilities to read aloud with fluency and comprehension. Third graders read more thoughtfully, discover more details, extract deeper meaning in what they read, and read more complex texts. They enjoy a variety of genres, including fiction and non-fiction texts and poetry. Third graders are more able to work independently on research projects, making their writing more sophisticated and meaningful. With some guidance, they use all aspects of the writing process in producing their own compositions and reports and using technology to publish their writings. They are much more adept at summarizing main points from Literary and Informational texts, and they use more abstract skills of synthesis and evaluation in writing. By the end of the third grade, students are aware of the importance of the conventions of language. Third graders understand the importance of spelling and the importance of correct language. Third-grade responses to questions are more logically developed as students show evidence of expanding language with increased vocabulary and a wider range of language structures. Third graders are aware of the many registers of language, and they become flexible in their ability to vary language patterns in both speaking and writing. These students are ready to engage in abstract discussions as they respond to text and to life experiences. Students also write in a variety of genres. While the Third Grade CCGPS make clear specific expectations for reading, writing, speaking, listening, and language, these standards need not to be a separate focus for instruction. Often, several standards can be addressed by a single rich task. (Georgia Department of Education Grade 3 Guidance Documents, 2012).

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|CURRICULUM OVERVIEW |

|Unit 1 – Students explore fiction, nonfiction, and poetry to develop comprehension strategies that will enable them to manipulate grade-level texts of|

|appropriate complexity and to communicate effectively. Third grade students begin to anchor their inquiries and responses directly from the text, |

|whether literary or informational, using increasingly specific and relevant evidence to support their claims and inferences. In this unit, students’ |

|analytical skills will extend to identifying main idea/theme, understanding character and plot development, and evaluating the impact of word choice. |

|Unit 2 – Students explore fiction, nonfiction, and poetry to develop comprehension strategies that will enable them to manipulate grade-level texts of|

|appropriate complexity and to communicate effectively. Third grade students begin to anchor their inquiries and responses directly from the text, |

|whether literary or informational, using increasingly specific and relevant evidence to support their claims and inferences. In this unit, students’ |

|analytical skills will extend to identifying main idea/theme, understanding character and plot development, and evaluating the impact of word choice. |

|Unit 3 – Whether it is our knowledge, skills, artistic abilities, or creative aptitude, sharing ourselves with others results in a “richer” society, |

|culture, and life for all. Third graders will deepen their understanding of this global theme through related stories, poems, and biographies, as well|

|as through their own writing within the various writing genres. Students learn that “we” cannot do it alone, but together we can. |

|Unit 4 – In this unit students will read informational texts about different time periods, the Earth and Solar System. Students will also understand |

|how words can be expressed through poetry. |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Textbook | Houghton Mifflin Harcourt StoryTown |

|Online book and/or resources |www-k6. |

|Online student access code (school specific) |Username: 3classdekalb |

| |Password: dekalbstudent3 |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Formative Assessment (Pre-Assessment) – 0% |A 90 – 100 ~P (pass) |

|Assessment During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% |C 71 – 79 |

|Summative Assessment or Assessment of Learning– 30% |D 70 |

| |F Below 70 |

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World Languages, Visual Arts and Performing Arts.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each |

| |semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate |

| |deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of|

| |the students. See Board Policy IH. |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook. |

|HOMEWORK |Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. |

| |Homework is at all times an extension of the teaching/learning experience.  It should be considered the |

| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |All discovery students are expected to come to class prepared with the materials they may need for class |

| |(assignments, notes, books, etc.). Assignments and/or tasks should be completed according to the rubric, |

| |criteria, guidelines, and/or directions provided by the teacher. Students are also expected to show respect and|

| |model good behavior to their peers and adults. Furthermore, all discovery students are expected to complete a |

| |major project in the Spring (more information will be provided at a later date). |

|MATERIALS AND SUPPLIES |All discovery students will need the following items: 1-inch binder (portfolio), dividers, journal or |

| |composition book, color-specific folder, pencil, and a flash drive (3rd, 4th, & 5th grade students only). |

|EXTRA HELP |If you have any questions or would like to discuss your child’s progress, don’t hesitate to contact me. Please |

| |feel free to email me at quonias_d_hudson@fc.dekalb.k12.ga.us or call at (678) 874-2602. Unfortunately, I |

| |cannot hold impromptu conferences before or after school, but I am available for conferences with an advance |

| |notice. |

|PARENTS AS PARTNERS |I am always excited for parent volunteers to assist with special projects and field trips. Please complete the |

| |contact form that was sent home with students, as well as sign up as a parent volunteer if you would like to |

| |help out or chaperone. |

PLEASE SIGN BELOW AND RETURN

I have read the syllabus.

Student Signature___________________________________________________________

Parent/Guardian Signature____________________________________________________

Date_____________________________

Additional information to support continued contact. (If you have completed and returned a student information sheet, you do not have to complete the bottom portion of the syllabus.)

|Information |Parent/Guardian |

|Day Time Phone Number | |

|Cellular Phone Number | |

|Home Phone Number | |

|Email Address | |

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