Third Graders Learn from the Bookshelf and Beyond

What if your favorite story didn't just end when you closed the book, but instead came to life in every other subject you studied? Third-grade reading teacher Krista Jacobs and the rest of the third-grade team are making this very magic happen. 

This year, the grade has moved away from the traditional "one-room" classroom and into subject-based instruction, a specialized model that treats reading, math, and grammar as their own entities. The students stay with their homeroom classmates throughout the day but transition between the three third-grade teachers to get specialized instruction.

For Mrs. Jacobs, by focusing exclusively on reading, she is able to bring a level of passion to the classroom that makes every chapter feel like a major event. 

“I believe students benefit from having teachers with deep expertise in their subject areas,” Mrs. Jacobs explains. “Teachers get to teach what they are most passionate about, and the change of classes helps students maintain strong energy and focus throughout the day.”

The secret to success is a strategy that pairs popular novels with nonfiction units from the Core Knowledge Language Arts (CKLA) curriculum. This approach was developed by North Campus Curriculum Director Jessica Lancaster, our librarians, and Mrs. Jacobs. For example, when the class explored animal classification, they dove into the hit novel “The Wild Robot.” When they shifted to learning about the legends of Ancient Rome, they then followed the action in the novel, “Ranger in Time.”

“The nonfiction texts in CKLA build vocabulary and background knowledge,” Mrs. Jacobs says. “That enables students to comprehend our novels in a more meaningful way and engage in richer conversations about their reading.” 

Because Jacobs focuses only on reading, she has the time to help even the most reluctant readers find their voice. She is particularly invested in helping students develop their “reader identity,” using self-evaluations to track how their interests and confidence grow. She also intentionally chooses books that are the first in a series, such as “How to Train Your Dragon.” 

“Leading students through the beginning of a series is purposeful,” she notes. “Once they gain confidence in the first book, they are more likely to continue reading the series, which helps them grow as readers.”

In the all-girls environment, the students feel safe to ask big questions and celebrate each other's progress. 

“Girls have the confidence to question and explore what we read in a supportive all-girls environment,” Mrs. Jacobs shares. “The girls are incredibly curious and genuinely excited to be at school. They approach learning with energy and joy, and they love supporting one another.” 

By the time the school year ends, these third-graders aren't just finishing five novels; they are walking away with a library of knowledge they’ve built through many touchpoints, including literature, preparing them for fourth grade – and for life.