Important Dates: 3.11 and 3.12 NO SCHOOL- Teacher work days 3.13 Brain Building for third grade 3.14 Enhanced Math Test 3.15 Third Grade Field trip to Cinderella Ballet 3.20 Boosterthon kickoff 3.22 Spring Family Event 3.21 and 3.22 Unit 5 Reading Test 3.29 Boosterthon Fun Run & Panther Pantry READING This week we started to look at fairy tales. We paid close attention to character persepective and began comparing and contrasting plots to familar and new fairy tales. PHONICS Next week we will focus on vowel -r single, syllable words GRAMMAR This week we will use singlar possessive nouns correctly. SOCIAL STUDIES AND SCIENCE This week we continued our Colonial America learning, discovering what Colonial America schools are like, and what was daily life like for women, men, children, and slaves. We also learned about what homes were like during this time! WRITING This week we finished our opinion writing about whether our community should have solar or wind power. Next we will write an infromational essay with more indepdnece. The topic will be on desert animals. Math: Enhanced (on level)- This week we focused on fractions of a set and reviewed equilvent fractions. Next week studnets will do a fraction project that will count as a major grade. We will continue to review fractions until our upcoming test on March 14th. Study guides will come home next week. Accelerated- We contineud angle measuremnt using what we know about fractions, and how a circle is 360 degrees. Next week we will talk about angles on clocks and begin using a protractor! STUDENT SUCESS SKILLS (social/emotional) Next week we will talk about healthy boundries and what is "okay" and "not okay" to us. REPEAT: WELNESS REMINDER Students who have flu-like symptoms, and who are ill, have a fever of 100.4°F or greater, chronic diarrhea or vomiting and/or may have a contagious illness (potential or actual) MUST NOT be sent to school and will not be permitted to remain in school. To return to school, a student should be well (have improved symptoms) and they must be free of fever for more than 24 hours without the use of fever-reducing medications ENFERMEDAD / LESIÓN DEL ESTUDIANTE Continuaremos tomando precauciones adicionales para mantener seguros a los estudiantes y al personal. Mantendremos las pautas y protocolos de la clínica para administrar la atención de los estudiantes que presentan enfermedades similares a la gripe y síntomas de COVID-19 (que son similares). Los estudiantes que tienen estos síntomas, y que están enfermos, tienen fiebre de 100.4 ° F o más, diarrea crónica o vómitos y / o pueden tener una enfermedad contagiosa (potencial o real) NO DEBEN ser enviados a la escuela y no se les permitirá permanecer en la escuela. Para regresar a la escuela, un estudiante debe estar bien (tener síntomas mejorados) y debe estar libre de fiebre durante más de 24 horas sin el uso de medicamentos para reducir la fiebre MILESTONE STUDY GUIDE INFO (REPEAT) This year we will be taking GA Milestones between April 29th-May 10th. The GA Department of Education has created study guides that you can use as a resource for home. The ELA study guide is attached as a paper version, but they have transitioned the math study guides and 5th grade science to their online platform. Directions for how to access the study guides are attached to last weeks blog post and you will go to the following website to view them and take the practice assessment: If you have questions for how to access the additional parent resources please contact our CST Diana Zarzour at [email protected] Thank you!
0 Comments
Important Dates: Week of 2.21- Book Drive, scroll down to PDF attached to last weeks post 2.29 Panther Pantry 3.1 Read Across America Day, Panthers in PJs! Wear pajamas and get ready for a fun day of reading. Please send in empty shoe boxes if you have any in your house! We need them for a reading project we will do. READING We will finish up reading biographies together with a check on by Monday! Then we will start a new text set: reading fairy tales! We will focus on character, plot, and setting. We will be reading some adapted fairy tales and comparing and contrasting them to orginals. We will finish this unit with our field trip to the Cinderlla Ballet on March 15th! PHONICS Next week we will focus on consonate -le, multi syllable words GRAMMAR This week we will use although and though to show contrast between ideas SOCIAL STUDIES AND SCIENCE This week we continued our colonial america learning and created timelines of the different colonies and when they were founded. WRITING This week we continued to work on our opinon essays. Next week we will finish publishing these essays on the computer. We want our studnets to be confident typing on the computer, and a great way they can practice this at home is utlizing learning.com (accessed through classlink)! Math: Enhanced (on level)- This week we continued to review fractions on a number line. Next week we will continue fraction equivelence, especially with fractions of a set. Accelerated- This week we focused on estimating angle sizes based on what we know about cirlces (360) and right angles (90). We will continue angle measurment next week. STUDENT SUCESS SKILLS (social/emotional) Next week we will talk about conflict resolution and how to "calm the conflict" REPEAT: WELNESS REMINDER Students who have flu-like symptoms, and who are ill, have a fever of 100.4°F or greater, chronic diarrhea or vomiting and/or may have a contagious illness (potential or actual) MUST NOT be sent to school and will not be permitted to remain in school. To return to school, a student should be well (have improved symptoms) and they must be free of fever for more than 24 hours without the use of fever-reducing medications ENFERMEDAD / LESIÓN DEL ESTUDIANTE Continuaremos tomando precauciones adicionales para mantener seguros a los estudiantes y al personal. Mantendremos las pautas y protocolos de la clínica para administrar la atención de los estudiantes que presentan enfermedades similares a la gripe y síntomas de COVID-19 (que son similares). Los estudiantes que tienen estos síntomas, y que están enfermos, tienen fiebre de 100.4 ° F o más, diarrea crónica o vómitos y / o pueden tener una enfermedad contagiosa (potencial o real) NO DEBEN ser enviados a la escuela y no se les permitirá permanecer en la escuela. Para regresar a la escuela, un estudiante debe estar bien (tener síntomas mejorados) y debe estar libre de fiebre durante más de 24 horas sin el uso de medicamentos para reducir la fiebre MILESTONE STUDY GUIDE INFO (REPEAT) This year we will be taking GA Milestones between April 29th-May 10th. The GA Department of Education has created study guides that you can use as a resource for home. The ELA study guide is attached as a paper version, but they have transitioned the math study guides and 5th grade science to their online platform. Directions for how to access the study guides are attached to last weeks blog post and you will go to the following website to view them and take the practice assessment: If you have questions for how to access the additional parent resources please contact our CST Diana Zarzour at [email protected] Thank you!
Important Dates:
2.19 No school, Presidents Day 2.20 No school, teacher work day Week of 2.21- Book Drive, scroll down to PDF attached to last weeks post 2.21 Club Pictures for yearbook 2.29 Panther Pantry 3.1 Read Across America Day, Panthers in PJs! Wear pajamas and get ready for a fun day of reading. WELNESS REMINDER Students who have flu-like symptoms, and who are ill, have a fever of 100.4°F or greater, chronic diarrhea or vomiting and/or may have a contagious illness (potential or actual) MUST NOT be sent to school and will not be permitted to remain in school. To return to school, a student should be well (have improved symptoms) and they must be free of fever for more than 24 hours without the use of fever-reducing medications ENFERMEDAD / LESIÓN DEL ESTUDIANTE Continuaremos tomando precauciones adicionales para mantener seguros a los estudiantes y al personal. Mantendremos las pautas y protocolos de la clínica para administrar la atención de los estudiantes que presentan enfermedades similares a la gripe y síntomas de COVID-19 (que son similares). Los estudiantes que tienen estos síntomas, y que están enfermos, tienen fiebre de 100.4 ° F o más, diarrea crónica o vómitos y / o pueden tener una enfermedad contagiosa (potencial o real) NO DEBEN ser enviados a la escuela y no se les permitirá permanecer en la escuela. Para regresar a la escuela, un estudiante debe estar bien (tener síntomas mejorados) y debe estar libre de fiebre durante más de 24 horas sin el uso de medicamentos para reducir la fiebre MILESTONE STUDY GUIDE INFO This year we will be taking GA Milestones between April 29th-May 10th. The GA Department of Education has created study guides that you can use as a resource for home. The ELA study guide is attached as a paper version, but they have transitioned the math study guides and 5th grade science to their online platform. Directions for how to access the study guides are attached and you will go to the following website to view them and take the practice assessment: If you have questions for how to access the additional parent resources please contact our CST Diana Zarzour at [email protected] Thank you! READING This week we read about Dolores Huerta and Elizabeth Cady Staton. We looked at the impact of their lives and asked "What makes a good citizen?" We will continue to look at biographies in our short week next week. PHONICS Next week we will review and catch up on any phonics skills covered recently! GRAMMAR Next week we will review and catch up on any grammar skills covered recently! SOCIAL STUDIES AND SCIENCE This week we finished up our pollution learning in class and that will extend into STEM class with Mrs. Davis. This week we started to look at what was life in Colonial America. Our main focus will be comparing what life was like in the New England, Middle, and Southern colonies for all people groups: women, men, children, and slaves. WRITING This week we began planning our opinion writing! This essay will be about whether or not we think solar energy or wind energy would be best for our community. We are making great connections to our pollution unit and working to draft and write opinion essays with more indepdenence. Math: Enhanced (on level)- This week we focused on fractions of a set and comparing fractions. We had SO much fun making this work real world and tasty with real pizza! We have the best PTA at our school that made this happen for us. Accelerated- This week we took our unit assessment on decimals and kicked off our angles learning! We learned about the three types of angles: right, acute, and obtuse! We also partook in the pizza activity but instead of thinking about the pizza as a fraction, visualized it as 360 degrees and the different angles that we can find in various sizes of slices of pizza. We will continue our angle unit next week. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about cooperation and how two heads are always better than one! READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! See previous posts to learn more about the three reads strategy for solving complex word problems! Importnat Dates:
2.13 ACC Unit 4B Math Test 2.14 Optional Valentines Exchange with homeroom classes 2.19 No school, Presidents Day 2.20 No school, teacher work day Week of 2.21- Book Drive, see pdf attached 2.29 Panther Pantry 3.1 Read Across America Day Valentines Third grade students are welcome to participate in an optional Valentines day exchange. If your child participates they must bring a valetnine (little card, homemade cards, or small candy treat) for EVERYONE in their homeroom. If they would like to bring a box or bag from home to collect valentines, they are welcome too! If not, we will give them a bag at school. Brashear- 24 total in homeroom Starling- 22 total in homeroom Fernadnez-23 total in homeroom Dempster/Plofsky-22 total in homeroom READING This week we took our Unit 4 test! Next week we will start unit 5, reaidng biographies! We will look at timelines as an important text feature and ask "what do good citizens do?" as we read about different individauls in history that demonstrated good citizenship. PHONICS Next week we will review open and vowel team syllables. GRAMMAR Next week our goal in "sentence slueths" will be: I use adverbs to tell when something happens, happened, or will happen SOCIAL STUDIES AND SCIENCE This week we did a mini pollution unit and will continue to learn about types of pollution and how to solve the problem of pollution in STEM with Ms. Davis. Next week we will begin our Colonial America (pre-revelution) learning! Our main focus will be comparing what life was like in the New England, Middle, and Southern colonies. WRITING This week we finished our Digging for Dinos narrative story! We can't wait for you to read the creative and detailed stories these third grade authors wrote! Next week we will start another opinion essay that will connect to our pollution learning. Math: Enhanced (on level)- This week we started our fraction unit. We focused on identifying and creating fractions of a whole (example: one whole cake split into 6 equal parts, 2 pieces were eaten). Next week our foucs will be fractions of a set (example: out of the 6 conversation hearts, two of them are pink). Accelerated- This week we rounded decimals to the nearest whole, tenths, and thousandths. Study guides came home attached to one homework page this week. Our unit test will be on Tuesday Febuary 13th. New homework will not be coming home next week. Our next unit will start with exploring angles! STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about problem solving, specifically brain storming! READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! See previous posts to learn more about the three reads strategy for solving complex word problems!
Importnat Dates:
2.5 Young Authors Applications and Writing Due,, infromation attached 2.6 Spring Picture Day! This will be our CLASS picture and OPTIONAL individual pictures. 2.7 Vision and Hearing Screening at shcool 2.9 STEAM day 2.14 Optional Valentines Exchange with homeroom classes 2.19 No school, Presidents Day 2.20 No school, teacher work day Week of 2.21- Book Drive, see pdf attached 2.29 Panther Pantry 3.1 Read Across America Day Valentines Third grade students are welcome to participate in an optional Valentines day exchange. If your child participates they must bring a valetnine (little card, homemade cards, or small candy treat) for EVERYONE in their homeroom. If they would like to bring a box or bag from home to collect valentines, they are welcome too! If not, we will give them a bag at school. READING This week we read about various anaimal adapations. We compared and contrasted how different animals surivive in their enviroment. Next week we get ready for our Unit 4 Test on Thursday/Friday next week. PHONICS Next week we will work on unpredictabplle vowel teams in multi sylablle words. GRAMMAR Next week our grammar skill in "sentence slueths" will be comparing three or more things using est, or more, NEVER both. SOCIAL STUDIES AND SCIENCE This week we did some projects showing off our fossil learning! Next week we will do a short pollution unit in class and will be doing several weeks of pollution in STEM with Mrs. Davis. WRITING This week we read a narrative text Digging for Dinos and are working to write an ending or "part 2" of the story. We pulled out details from the orginal story such as setting and characters, and brainstormed the creative detials we want to add to our own stories. We are having fun additing action, description, and dialouge to our begining, middle, and end! Math: Enhanced (on level)- This week we reviewed and got ready for our Unit 5 test. We will start Unit 6 next week which will be our fraction unit! We have a lot of fun, hands on activies planned for our fraction learning. Accelerated- This week focused on comparing and ordering decimals. Next week we will compare, round, and connect decimals to meaurment. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about safe and ethical behavior. READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! See previous posts to learn more about the three reads strategy for solving complex word problems! Importnat Dates: 1.26 Lion King 1.27 Lion King 1.29 Atlanta Opera perfromance that third graders get to view at school 2.1 Third grade performance of Hats! at 8:00am. Please refer to Ms. Ingrham's e-mail that includes detailed infromation so your child is prepared and you can come see us. READING This week we read nonfiction text and focused on identifying text structure. The four that we focused on are: description, sequence, cause/effect, and compare and contrast. This song is a catchy way for studnets to remeber each one! Next week we will continue to practice nonfiction skills reading skills through reading about animal adapations. PHONICS Next week we will work on unpredictable vowel teams in single sylablle words. GRAMMAR Next week our grammar skill in "sentence slueths" will be comparing two things using -er, more, NEVER both. SOCIAL STUDIES AND SCIENCE This week we started to learn about how fossils are formed and what we can learn from fossils long ago. We will continue exploring fossils next week! WRITING We took our Write Score Assessment this week and students go a feel for what it is like to start and finish an opinion essay within a 90 minute time period. We will continue working with them to manage their time and do this indepdnetly before May. This week we finished our informaional writing on firefighters. Next week we will come back to narrative writing. This narrative writing will modeld like a narrative writing prompt that studnets will see on Milestones in May. They will read a fiction story and have to write a new story based of the story the orginal story that was read. Math: Enhanced (on level)- This week we used a number line to solve for elapsed time, finding both the start, end, or change of time in word problems. Next week we will begin reviewing for our unit assessment which will be on Friday next week. Study guides will come home on Monday for review. Accelerated- This week we practiced adding hundreths and tenths and writing in decimal notation. Next week will continue with adding decimals and comparing decimals. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about empathy. READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! See previous posts to learn more about the three reads strategy for solving complex word problems! Importnat Dates: 1.22 Write Score Assessment 1.24 Third Grade Brain Building 1.26 House Day, panther pantry, school play 1.27 School Play *STEM lab is in need of clean, empty, 2 liter bottles for an upcoming project. Please send these in to be resused at school before recylcing at home! Write Score Information On Monday our grade level will be taking the Write Score’s Text-Based Writing Assessment during our ELA block. This is an online test that measures skills in writing standards as aligned to the state standards and the Part 1 (writing) section of the ELA GA Milestones. The assessment uses grade-appropriate articles, multiple choice questions, a constructed response, and an extended writing task. This assessment is not used for a grade, but is used as targeted data for us as teachers to determine areas of need and to guide our instructional decisions for this semester. It allows us to see a snapshot of how our students perform and areas they are proficient in. This assessment is administered district-wide in 3rd-8th grade. READING This week we read nonfiction text about wolves and foxes. The question we are wondering with our texts the next few weeks will be "how do different animals adapt to the chagnes in their enviroment?". Next week we will do a focus on identifying various text structures in our reading! We will cover compare and contrast, sequencing, description, and cause and effect. We will begin a new read aloud: Because of Winn Dixie which will be a familar author to us! PHONICS Next week we will work on predictable vowel teams that are simple sylablle words. GRAMMAR Next week our grammar skill in "sentence slueths" will be capatilzing titles. SOCIAL STUDIES AND SCIENCE This week we took an Explorer check in. Next week we will start our new science unit: fossils! WRITING We continued to write our infromational essay on firefighters and the skills and traits they need to do their job. We worte intorudcution and supporting idea paragraphs. Students are expected to use text evidence from our sources to teach their readers and ellaborate on that text evidence. We will work on conclusions and begin typing our essays next week. Math: Enhanced (on level)- This week we began working on time! In third grade studnets are expected to read anolog clocks to the nearest minute. Then we started to introduce solving for elapsed time! Students will use a number line strategy to help them determine missing start, end, or change of time in "real world" time problems. Accelerated- This week we started to connect fractions and decimals. Students are expected to be able to write fractions (10ths and 100ths) in decimal notation and explain how they are connected. We learned that decimals have place value just like whole numbers do. We will continue this learning next week. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about cultural competence. READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! See previous posts to learn more about the three reads strategy for solving complex word problems! Importnat Dates: 1.15 No School (MLK Day) 1.16 No School (Teacher work day) 1.26 House Day, panther pantry, school play 1.27 School Play iReady Diagnostic Infromation (repeat) iReady For Families Report (Grades K-8) i-Ready has added a new feature this year that allows schools to share students’ Diagnostic results digitally by providing access to the For Families report directly on students’ i-Ready dashboard. Families will have digital access to the For Families report after logging in to their student’s i-Ready dashboard and entering our district report code: 1HX9DP on the top right-hand corner of the For Families tab. This code is applicable to all students throughout the district and is offered to families so they can access student results. For additional information about how to access and interpret results, please click HERE. READING This week we started Unit 4 with realistic fiction stories, focusing on character traits, motivations, and change. We started by reading a story called "The Impossible Pet Show" and will be reading stories from the series, Clementine next week. PHONICS We reviewed during this short week an next week we will begin some vowel team work. GRAMMAR We worked on connecting sentences with " , so" this week. We will continue this work in the coming weeks with ", but" and ", or". SOCIAL STUDIES AND SCIENCE This week we reviewed our explorers and prepped ourselves to start our explorer project! See details above about coming to see our "living museum" if you are able and celebrate your child's hard work! WRITING The goal in this unit is to teach students to write informational essays with even more indpendence than our first one. This unit students are writing an informational essay about firefighters. Math: Enhanced (on level)- This week we began working on word problems, one step and then transitioning to two step word problems. Our school wide strategy we will use to solve real world sotry problems is called "Three Reads Strategy". The three reads strategy is GREAT for getting students to slow down, think about what the problem is asking, and getting themselves organzied for more complex problems. See anchor chart above for what steps we take in each read. Three Reads Example and Tips: EX: There are 356 apples at the grocery store. The market sells some apples on Saturday. At the end of the day they have 114 apples left. How many apples were sold on Saturday? First read, not writing anything down. Just visualizing, or picturing in your mind what is going on in the problem. "What are you picturing?" "What is going on in this story" just like you do when you read fiction. In the exmaple probelm, I would think aloud: "I'm picturing a grocery store like Kroger or Publix. In the fruit section I see lots of apples in my mind, especially my favorite, the green apples. I'm picturing people coming to Kroger and putting apples in the cart, so the section with apples is getting less and less" Second read: paying attnetion to QUANTITIES, not just numbers. Words some "some" "more" "many" in addition to the numbers. Add this infomration to what you visualize. In the example problem, I would write down: there are 356 apples. SOME apples were bought. 114 apples were left. Third read: focusing on what the question is asking, NOT the steps I'm going to solve yet. Focusing on the question sentence as your read or underlining it can help students identify. After this you make a plan to solve. In the example problem I would underline or say outloud what the quesiton is asking me to figure out. "The question wants me to figure out how many apples were left on Saturday after people shopped." Then I would use what I know to make a plan to subtract to find the difference. Accelerated- This week we reviewed some prior skills and I introduced the Three Reads Strategy (read above to learn more) so they can start to apply it to any of their word problem solving. Next week they will get an opronnity to practice and review word probelms using the three reads and we will come back to some fraction work. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about fairness. READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! Importnat Dates: 1.12 Living Museum 1.15 No School (MLK Day) 1.16 No School (Teacher work day) 1.26 House Day, panther pantry, school play 1.27 School Play *Third grade students earned a "Space Snow Party" in STEM class so on their STEM specials day they are welcome to wear a winter hat/beanie/tobbogin if they want! iReady Diagnostic Infromation iReady For Families Report (Grades K-8) i-Ready has added a new feature this year that allows schools to share students’ Diagnostic results digitally by providing access to the For Families report directly on students’ i-Ready dashboard. Families will have digital access to the For Families report after logging in to their student’s i-Ready dashboard and entering our district report code: 1HX9DP on the top right-hand corner of the For Families tab. This code is applicable to all students throughout the district and is offered to families so they can access student results. For additional information about how to access and interpret results, please click HERE. READING This week we started Unit 4 with realistic fiction stories, focusing on character traits, motivations, and change. We started by reading a story called "The Impossible Pet Show" and will be reading stories from the series, Clementine next week. PHONICS We reviewed during this short week an next week we will begin some vowel team work. GRAMMAR We worked on connecting sentences with " , so" this week. We will continue this work in the coming weeks with ", but" and ", or". SOCIAL STUDIES AND SCIENCE This week we reviewed our explorers and prepped ourselves to start our explorer project! See details above about coming to see our "living museum" if you are able and celebrate your child's hard work! WRITING The goal in this unit is to teach students to write informational essays with even more indpendence than our first one. This unit students are writing an informational essay about firefighters. Math: Enhanced (on level)- This week we began working on word problems, one step and then transitioning to two step word problems. Our school wide strategy we will use to solve real world sotry problems is called "Three Reads Strategy". The three reads strategy is GREAT for getting students to slow down, think about what the problem is asking, and getting themselves organzied for more complex problems. See anchor chart above for what steps we take in each read. Three Reads Example and Tips: EX: There are 356 apples at the grocery store. The market sells some apples on Saturday. At the end of the day they have 114 apples left. How many apples were sold on Saturday? First read, not writing anything down. Just visualizing, or picturing in your mind what is going on in the problem. "What are you picturing?" "What is going on in this story" just like you do when you read fiction. In the exmaple probelm, I would think aloud: "I'm picturing a grocery store like Kroger or Publix. In the fruit section I see lots of apples in my mind, especially my favorite, the green apples. I'm picturing people coming to Kroger and putting apples in the cart, so the section with apples is getting less and less" Second read: paying attnetion to QUANTITIES, not just numbers. Words some "some" "more" "many" in addition to the numbers. Add this infomration to what you visualize. In the example problem, I would write down: there are 356 apples. SOME apples were bought. 114 apples were left. Third read: focusing on what the question is asking, NOT the steps I'm going to solve yet. Focusing on the question sentence as your read or underlining it can help students identify. After this you make a plan to solve. In the example problem I would underline or say outloud what the quesiton is asking me to figure out. "The question wants me to figure out how many apples were left on Saturday after people shopped." Then I would use what I know to make a plan to subtract to find the difference. Accelerated- This week we reviewed some prior skills and I introduced the Three Reads Strategy (read above to learn more) so they can start to apply it to any of their word problem solving. Next week they will get an opronnity to practice and review word probelms using the three reads and we will come back to some fraction work. STUDENT SUCESS SKILLS (social/emotional) Next week we will learn about fairness. READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games!
IMPORTANT DATES
1.3 First Day of Second Semester 1.5 Pep Rally, wear house colors! READING This week we took our unit 3 assessment. If a retake is needed, we will give that the first week we return from break. We will start Unit 4 in the new year with realistic fiction stories, focusing on character traits, motivations, and change. We will read a beloved read aloud in the new year, Because of Winn Dixie. PHONICS We have had a great semester of phonics work! When we return from the holidays we will work on vowel teams. GRAMMAR When we return from break we will continue compound setneces, using connectives comma but. SOCIAL STUDIES AND SCIENCE This week we finished learning about all of our explorers! When we return from break students will work on a project creating a "living wax mesuem" project that you will be invited to the school to see! This is a highlight for third graders to get to teach their famalies about the explorers. Stay tuned for date and time in the new year. WRITING When we return from break we will be working on informational writing again! It will be structured the same as studnets first informational essay (the one they wrote about how dogs and parrots help humans). The goal in this unit is to teach them to write informational essays with even more indpendence than our first one. MATH Enhanced (on level)- When we return from the holidays we will start Unit 5, two step word problems and time. Two step word problems can be quite the headache so we hope to equip you with infromation on the process we will teach our third graders to getting through them sucessfully. The strategy we will use moving forward as a whole school is called the "Three Reads Strategy". Stay tuned for those resources. In the meantime, check out the attachment at the top of this blog post for at home engagment activities by unit. Accelerated- This group of kids ROCKED the first part of our fraction learning! I am proud of them. When we return from break we will start Unit 4B, which will continue with more fraction operations and eventually transtion us well into decimal learning. STUDENT SUCESS SKILLS (social/emotional) READING REPEAT (new questions are in purple): When reading at home, questions you can discuss as a family: Fiction Questions: -What kind of person is the character in your book? -Describe the character in your story with traits. -What does the character say or do that gives you a clue to what kind of person they are? -What problem does the character seem to be facing? -Summarize your story using "somebody...wanted...but..so...then" strategy you learned d in school. -What actions has your character done throughout the story? Did their actions cause any changes in the story? -Who is the speaker in this poem? How do they feel? -Does the author use personifcition in this legned/folktale/fable/myth? -What lesson do you think the characters learned in this story? Nonfiction Questions: -What is the central or main idea of the text? (what does the author want you to know?) -What are some facts or details that support the central idea? -What text features do you see in the text? What have you learned from them? -How does this infromation compare to other information you have learned? (within the same topic) -Does the author compare and contrast any infromation in this book? -How does the author HOOK you in their first sentence of the book or section of the book? -What is the author point of view on this topic? -Is the author using cause and effect anywhere in this book to teach you? MATH REPEAT: Now that studnets have learned the foundations of mulitplicaion, we encourage them to work towards an end of year goal of being fluent of all thier facts through 12! Studnets can practice at home with Reflex math, iReady fluency games, flash cards, songs, or games! |