Grade 3 - Learning Unlimited Preparatory School

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Learning Unlimited Preparatory School

MISSION, PHILOSOPHY AND OBJECTIVES

Mission Statement

L

earning Unlimited Preparatory School is founded on the principle of
developing each student's potential to the fullest within a safe, positive,
and academically challenging environment. The LUPS community is committed
to cultivating the value of scholarship, creativity, moral and ethical
development and the fellowship of a diverse student body. Recognizing the
variety of ways in which students learn, the LUPS faculty and staff strive
to empower them to be life-long learners and responsible, compassionate
citizens of the world.

Philosophy and Objectives

In order to accomplish the school's mission, Learning Unlimited Preparatory
School is committed to creating and maintaining a challenging and rigorous
program including (but not limited to) the following:

. Fostering a strong sense of individual and community responsibility
and self-confidence.
. Cultivating a lifelong appreciation of learning, resourcefulness and
individual potential.
. Providing broad-based, integrated, experiential learning in basic
academic disciplines in
preparation for higher learning.
. Promoting global awareness and connectivity.
. Providing leadership opportunities.
. Developing critical and creative thinking and problem solving skills
. Promoting ethical and moral conduct respecting cultural diversity and
individual
differences preparing students for global citizenship.
. Developing communication, research and organizational skills.
. Offering opportunities to every member of the school community to be
a partner in learning

Learning Unlimited Preparatory Schools admit students of any race, color,
creed, religion, sex, or national origin to all privileges, rights,
programs, and activities. The school does not discriminate on basis of
race, color, creed, religion, sex, or national origin in administration of
educational policies, scholarships, or student activity programs. This
statement also applies to the schools' personnel and employment policies.








Grade 1

Language Arts

Reading
. Uses the reading process effectively.
. Predicts what a passage is about based on its title and illustrations.
. Uses prior knowledge, illustrations, and text to make predictions.
. Identifies words and constructs meaning from text, illustrations,
graphics, and charts using the strategies of phonics, word structure,
and context clues.
. Uses basic elements of phonetic analysis (for example, hears,
segments, substitutes, and blends sounds in words).
. Uses sound/symbol relationships as visual cues for decoding.
. Uses beginning letters (onsets) and patterns (rhymes) as visual cues
for decoding.
. Uses structural cues to decode words (for example, word order,
sentence boundaries).
. Uses context clues to construct meaning (meaning cues) (for example,
illustrations, knowledge of the story and topic).
. Cross checks visual, structural, and meaning cues to figure out
unknown words.
. Identifies and classifies common words from within basic categories.
. Uses knowledge of individual words in unknown compound words to
predict their meaning.
. Uses resources and references (for example, illustrations, knowledge
of the story and topic) beginning dictionaries, available technology
to build upon word meanings.
. Uses knowledge of suffixes (including -er, -est, -ful) to determine
meanings of words.
. Develops vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud.
. Uses a variety of strategies to comprehend text (for example,
retelling stories in correct sequence, recalling details, rereading).
. The student determines the main idea or essential message from text
and identifies supporting information.
. Knows the main idea or theme and supporting details of a story or
informational piece.
. Uses specific details and information from a text to answer literal
questions.
. Makes inferences based on text and prior knowledge (for example,
regarding a character's traits, feelings, or actions).
. Identifies similarities and differences between two texts (for
example, in topics, characters, and problems).
. Selects material to read for pleasure (for example, favorite books and
stories).
. Reads aloud-familiar stories, poems, or passages with a beginning
degree of fluency and expression.
. The student knows strategies to use to discover whether information
presented in a text is true, including asking others and checking
another source.
. Uses background knowledge and supporting reasons from the text to
determine whether a story or text is fact or fiction.
. Uses simple reference material to obtain information (for example,
table of contents, fiction and nonfiction books, picture dictionaries,
audio visual software).
. Alphabetizes words according to the initial letter.
. Uses alphabetical order to locate information.


Writing
. Generates ideas before writing on self-selected topics and assigned
tasks (for example, brainstorming, observing surroundings, reading
texts, discussion with peer).
. Makes a plan before writing the first draft.
. Focuses on a central idea (for example, familiar person, place,
object, experience).
. Drafts and revises simple sentences and passages, stories, letters,
and simple explanations that:
. express ideas clearly;
. show an awareness of topic and audience;
. have a beginning, middle, and ending;
. effectively use common words;
. have supporting detail; and are in legible printing.


. Writes legibly using manuscript form (for example, prints numbers and
upper- and lower-case letters; uses left to right sequencing; spaces
between words and sentences).
. Knows the differences among individual letters, words, sentences, and
paragraphs.
. Maintains a single idea or topic in writing.
. Uses descriptive words to convey ideas in writing.
. Uses an organizational structure in writing (including beginning,
middle, and ending; using supporting
details).
. Uses strategies for narrative writing (for example, including story
elements, using some dialogue).
. Evaluates own and other's writing (for example, rereads own writing to
check for meaning; responds constructively to other's writing).
. Revises by adding or substituting text .
. Produces final simple documents that have been edited for
o correct spelling;
o appropriate end punctuation;
o correct capitalization of initial words, "I," and names of people;
o correct sentence structure; and
o correct usage of age-appropriate verb/subject and noun/pronoun
agreement.
. Uses spelling approximations and some conventional spelling.
. Spells commonly used, phonetically regular words at first grade or
higher level.
. Uses end punctuation and capitalize initial words of sentences, names
of people, the pronoun "I", days of the week, and months of the year.
. Uses complete sentences in writing.
. Writes to communicate ideas and information effectively.
. Writes questions and observations about familiar topics, stories, or
new experiences.
. Writes stories or informative pieces about experiences, people,
objects, or events.
. Contributes ideas during a group writing activity.
. Writes questions or makes notes about familiar topics, stories, or new
experiences.
. Uses knowledge and experience to tell about experiences or to write
for familiar occasions, audiences, and purposes.
. Writes informal texts (for example, journal entries, reading
response).
. Writes for familiar occasions, audiences, and purposes (including but
not limited to explaining a process, telling a story).
. Uses basic word processing skills and basic educational software for
writing (including but not limited to typing words and sentences,
using software to draw and label, printing pictures and stories,
locating and opening a file, saving and naming a file).
. Composes simple sets of instructions for simple tasks using logical
sequencing of steps.
. Writes simple informational texts (for example, two-step instructions
in sequence, directions, reports).


Listening, Viewing, and Speaking
. Uses listening strategies effectively.
. Listens for a variety of informational purposes, including curiosity,
pleasure, getting directions, performing tasks, solving problems, and
following rules.
. Follows three-step oral directions.
. Listens and responds to a variety of media (for example, stories,
books, audiotapes, videotapes).
. Knows personal preferences for listening to literature and other
material (for example, nursery rhymes, songs, stories, informational
books).
. Carries on a conversation with another person, seeking answers and
further explanations of the other's ideas through questioning and
answering.
. Uses basic conversation strategies (including but not limited to
asking questions to clarify or get information, taking turns, raising
hand to speak, staying on topic and conveying a message, facing the
speaker).
. Retells specific details of information heard, including sequence of
events.
. Listens for specific information in stories (including but not limited
to sequence, story details).
. Uses viewing st