Students in Third and Fourth Grade are active participants in creating classroom rules and consequences.  Like the other primary grades, "Responsive Classroom" techniques are used to build a safe, respectful, cooperative environment. Each day begins with a cheerful morning meeting, sharing, activity and morning message. Teachers feel that this practice creates a sense of unity and belonging for each of the students. Each child is valued for his/her input and participation.

Both grades use Investigations math, where emphasis is placed on the meaning of numbers, as well as communication in solving problems with visual representations and words. In an attempt to reach the diverse learning styles of the class, concepts are taught using manipulatives, movement activities and games. Math is integrated into science, research and measurement activities too. Students will be introduced to multiplication and division, as well as extending their knowledge of addition and subtraction in Third Grade. By Fourth Grade,they should have mastery of addition and subtraction facts to 20 and multiplication facts to 12's. Through problem solving children also explore concepts of fractions, geometry, statistics, and probability. Instruction varies from whole class to small group. Every attempt is made to make the connection between math and every day life.

Reading is essential to all aspects of the curriculum. Students in both grades are taught to use a variety of strategies to derive meaning from text. This is assessed through running records done individually with the teacher. Instruction varies from individualized to whole group to literature circles. In fourth grade, literature circles are student led with in depth analysis and discussion of chapter books in a variety of genres. Books are often selected thematically to coincide with Science or Social Studies topics. Daily teacher read alouds give the entire class a chance to informally discuss the elements of literature and connect stories to personal experiences. An emphasis is also put on individual reading at home, as well as in school.

In Writing, students create pieces such as narratives, reports and responses to text. In the writing process, students learn to plan, draft, edit, revise and publish. Throughout this process they conference with teachers and peers. Rubrics are used to evaluate writing and several pieces are put into a Writing Portfolio, which is passed to the following year's teacher.

Spelling is taught using Foundations, a program based on phonic rules or by the Rebecca Sitton Program, which puts more emphasis on high frequency words and word use. Both grades have weekly homework that reinforces the practice of weekly word lists through activities. After completing a weekly study of word lists,  students are accountable for demonstrating mastery of spelling words in all of their writing.

Both Science and Social Studies are often taught through interdisciplinary units. In addition to the basic subjects, Art, Music and Library incorporate themes such as insects or Native Americans. Efforts are made to have meaningful field trips, expert speakers and current research via the internet. Science units usually alternate with Social Studies' units throughout the year.

Science is taught through direct instruction, student inquiry and scientific method.  Both grades cover natural, physical and earth science. Students experiment using predictions, observations, and conclusions. In Third Grade, major topics include insects, life cycles, adaptations, and invisible forces. Fourth graders study trees, sustainability, mystery powders, life cycles of either chicks or salmon, simple machines and erosion. Our community is rich with resources and sites to visit where the concepts of classification, interdependence and ecosystems are addressed.  Great emphasis is placed upon making connections between the concepts addressed, students' daily lives and the place in which they live.

In both Third and Fourth Grade, students spend a great deal of time deepening their understanding and appreciation of the history of both Vermont and their village of Woodstock. In Third Grade, students learn about indigenous people of Vermont, then branch out by learning about other Native American tribes. Activities with this unit may include reading legends, researching a tribe, building a wigwam, raising and eating food from a Native American garden and visiting the Kearsarge American Indian Museum. On alternating years, Third Graders follow Alaska's Iditarod dogsled race and learn about life in the Last Frontier. Sequentially, the spring is a time of learning about early settlers in New England, which is highlighted by a trip to Old Sturbridge Village. Both grades have a partnership with the Historical Society in Woodstock. Fourth Grade collaborates with the Marsh-Billings-Rockefeller National Historical Park and Billings Farm and Museum, as well. The spring of Fourth Grade is highlighted by a mentorship program with a knowledgeable local historian, which culminates with a History Fair at the Dana House. Through diverse, hands-on learning opportunities students exit Fourth Grade knowledgeable about the primary influences on settlement patterns and the culture of the people, who called the Northeast home.