Primary Curriculum

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Grade 3

  • Art

    In this dynamic environment, students learn about the elements (or visual components) as well as the principles of art that artists use to organize their work. The elements are line, shape, form, value, space, color, and texture. The principles include rhythm, balance, emphasis, proportion, gradation, harmony, variety, and movement. These principles and elements are taught through the lens of the history of art. Throughout the school year, students are introduced to a variety of artists and art forms, ranging from Ancient Egypt to the work being created by contemporary artists from around the globe. All artists and styles explored offer the opportunity to learn about how their work incorporates the elements and principles of art. Throughout the year, the art studio collaborates with core- and co-curricular teachers to implement STEAM initiatives, including this year’s focus on global citizenship. These allow the opportunity to incorporate the arts into every area of learning. Likewise, many of the elements and principles of art are naturally occuring in STEAM, such as shape, proportion, form, balance, value, the science of color, and more. The art studio should be a place where every student feels empowered to assert their creativity. To this end, the focus is on kindness and creating a work space where students feel confident and eager to express their ideas. Contemporary American artist Amy Sherald said, “I don't think anybody can create in a space where they don't feel comfortable.” In the art studio, students are given tools to find this comfort and courage to create and grow across the arts and the STEAM curriculum.
  • Global Studies

    Students begin by learning about themselves by writing an autobiography. They then learn about Connecticut–its geological features, and Long Island Sound. We then study Native American cultures and lifestyles throughout the U.S. Third Graders also learn to use mapping skills throughout the year. Towards the end of the year students choose a person to research and share about in biography form. Key Resources: A Historical Album of Connecticut by Charles Wills, Connecticut, Hello U.S.A. by Amy Gelman, and various non-fiction books.
  • Library

    The core curriculum for the library adds depth to all other curricular areas for each grade level. We seek to foster a love of reading in our students by exploring literature and engaging in book discussions. We believe that research and information literacy skills are vital to success across every subject area. Guided by standards outlined by the American Library Association, we teach students how to find and access information effectively and efficiently, how to critically evaluate information and its sources, how to incorporate research into their own work, and how to properly cite information gathered through this process in their own work.
  • Mathematics

    Our program, Primary Mathematics, is based on the Singapore Math program. One major concept in this year is for children to secure their overall number sense. They use the Concrete, Pictorial, Abstract (CPA) approach to learn, understand and express their knowledge of our number system and place value. Research proves this to be the fundamental concept to future success in mathematics. Other concepts covered will be; money, time, fractions, decimals, geometry, measurement, probability and data analysis. Memorizing basic facts in addition, subtraction, multiplication and division is critical to a child’s efficiency in computation. Children should practice these with speed and accuracy on a daily basis at home as part of their homework routine. The use of flashcards, timed worksheets and a variety of websites and apps can be helpful. Key Resources; Primary Mathematics, Workbooks A&B, Additional Practice, Mastery and Beyond.
  • Reading

    Word Study: This program focuses on spelling rules and patterns, syllabication, high frequency words, and content vocabulary. Children receive direct instruction one on one and in small groups and practice their skills through a variety of games and activities. Assessments are given biweekly to assure progress and retention. Key Resources: Fundations by Wilson; Words Their Way; Rebecca Sitton core word list (high frequency words); How to Spell by Laura Toby Rudginsky and Elizabeth C. Haskell

    Reading: Reading each day is structured around the Reading Workshop model. Children pick out books at their independent reading level (Just Right Books). Skills practiced and strengthened are phonics, oral reading fluency, silent reading stamina, comprehension, and vocabulary. Children will receive instruction in various forms as needed for their independent growth and development. Students are read to, read, and discuss books daily. They are expected to practice reading every night. Key Resources: trade books; Lucy Calkins Reading Workshop
  • Music

    Students engage in four foundational concepts of musical learning (Sing, Move, Listen, and Play) and Kodaly-based active music making. Particular emphasis is placed on the learning of echo songs, call and response songs, and song tales for further development of pitch matching and rhythm skills with the body (clapping, marching) and rhythm sticks. Listening skills are developed through exposure and discussion of stories, musicians, and musical genres (Folk, Classical, Jazz, etc) with emphasis on verbal and written reflection (“What do you hear? What do you feel? What do you see? What do you wonder?”).
  • Physical Education

    All students PreSchool - 8th Grade  have weekly physical education in the gymnasium or out on the field. Students take part in a variety of activities and units that follow and adhere to The Shape America Physical Education Standards. Some of the units that we teach at TCS are...low ropes course (Signature Program), soccer, golf, floor hockey, lacrosse, and cooperative games.

    The Physical Education Department, first and foremost, is responsible for helping our young people acquire the skills and self-confidence they need to participate in a wide variety of physical activities. The curriculum seeks to develop strength, stamina, and coordination. Our hope is that what is gained through our fun and developmentally appropriate activities will go with them well beyond their school days. Students learn the motor skills necessary to participate in a wide variety of physical activities, helping them to understand the link between physical activity and good health.

    1st-4th Grade students meet three times per week for 30 minutes.

    • Fitness
      • Cardio Fitness Strength and Endurance
      • Activities
        • Jump rope, hula hoops, wands, rhythm sticks, scooters, flags (balance, hand-eye coordination, rhythm, strength, endurance) Walking, Jogging, Running (pacing, gait, cardio fitness level) Fitness circuits/climbing wall( strength agility, balance general coordination) Parachute (locomotor skills rhythm, strength creativity), Aerobic games and tag. (aerobic and non aerobic conditioning, agility, team building)
      • Coordination
        • Rhythm, Balance, 
          • Parachute
          • Dance (creative movement, rhythm, coordination, locomotor skills) 
      • Cooperative games 
        • Outdoor ropes course, indoor climbing wall, build foam block structures
      • Modified sports 
        • Soccer (dribbling, passing, trapping, shooting, foot-eye coordination), Basketball (dribbling passing, catching, pivoting, rebounding, shooting, hand-eye coordination , Ultimate ( throwing, catching, hand-eye coordination), Softball/baseball/wiffle ball/TennyBall (striking, catching, throwing, hand-eye coordination), Track and Field ( running, jumping hurdles, passing baton, general coordination, throwing disc) , Floor hockey( dribbling, passing, shooting, and goaltending skills), Team Handball (striking, serving, agility, hand-eye coordination), Bowling, Tennis ( forehand, backhand, volleying, serving, overheads), Badminton, Pickleball
  • Spanish

    Academic Expectations
    • To recite the Spanish alphabet, the days of the week, the months, and the seasons.
    • To count in sequence 1-60.
    • To know colors, clothing for each season, and body parts.
    • To write sentences using the proper ending for nouns and adjectives.
    • To correctly use the gender distinction of el/la and un/una.
    • To recognize “cognate” words.
    • To write a complete sentence using words from the alphabet chart.
    Comprehensible Input
    Children expand their vocabulary and learn basic grammar and expressions, reviewing topics of study from previous years (weather, numbers, colors, etc.) and learning to talk about themselves, their family, and the world around them. Students will acquire Spanish much in the same way that those around us taught us our first language, by listening and connecting words and meaning naturally. While students receive both aural and written input that is comprehensible, output (speaking and writing) is allowed to develop at a natural pace.

    Cultural enrichment
    Third graders learn about Spanish-speaking countries and their culture.
  • STEAM

    Children are scheduled each week to take advantage of this unique program. Skills of collaboration, problem solving, and design thinking are practiced as children gain a deeper understanding of classroom studies through the integration of Science Technology Engineering Arts Mathematics.
  • Writing

    Children write daily. This occurs through Writing Workshop, reading responses, journal entries, letters, selected topics and prompts. Children write narratives, persuasive and informative paragraphs, essays, and stories. Instruction occurs through whole group daily mini-lessons as well as one on one conferences. Key Resources: Lucy Calkins Writing Workshop Units of Study.

    Handwriting: Students receive direct instruction in this area several times each week.  Students learn to write in cursive through the Wilson Cursive program. Key Resources: Wilson Cursive workbook.
  • Elmore Leadership Program

    The importance of a child’s academic success is directly impacted by how they feel about themselves and others. Building confidence, respect, responsibility, compassion and honesty are just a few of the core values instilled in each third grader. Morning Meeting time and Class Meeting is scheduled daily for routines and activities to build these skills. The Reading Buddy program fosters student-to-student connections across grade levels. Outdoor experiences and field trips bring to life and extend learning that happens within the classroom. Third Graders are given many opportunities to shine as leaders and this is an important aspect of their Country School experience. Here at The Country School, we refer to our students’ leadership opportunities as The Elmore Leadership Program.
  • Social Development

    The importance of a child’s academic success is directly impacted by how they feel about themselves and others. The Responsive Classroom program is part of our affective educational curriculum. To be successful academically and socially, children need to learn a set of social and emotional skills that include cooperation, assertion, responsibility, empathy, and self-control. Building confidence, respect, responsibility, compassion, and honesty are just a few of the core values instilled in each third grader. Morning Meeting time is scheduled daily for routines and activities to build these skills.

Department Faculty

341 Opening Hill Road, Madison, CT 06443
P. 203-421-3113  |  F. 203-421-4390  |  Health Office F. 860-469-2550
Founded in 1955, The Country School is a coeducational, independent school serving students in PreSchool-Grade 8. The Country School is committed to active, hands-on learning and a vigorous curriculum that engages the whole child.