Transcript Osborne Elementary School Third Grade

Osborne Elementary School
Welcome to Third Grade
Parent Orientation Night!
Introductions
Mrs. Liz Foley
 Miss Jenielle
Johnson
 Miss Kylie LaSota
 Mrs. Claudia
Scanlon
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Mrs. Cathy Villacis
 Mrs. Barbara
Mellett
Overview - Miss Kylie LaSota
Tonight’s Schedule
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6:30 – 7:30 Cafeteria
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General Information
Overview of Language Arts, Science, Math, Social
Studies
7:30 – 8:00 – Third Grade classrooms
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Meet and greet
Visit your child’s classroom(s)
Ask general questions
We’ve had a great start to
the year. Thank you
everyone!
Third Grade Schedule
8:40
8:45 – 9:10
9:10 – 10:55
10:55 – 11:40
11:45 – 12:00
12:05 – 12:35
12:40 – 1:05
1:10 – 2:10
2:15 – 3:15
Tardy bell
Homeroom/Morning Meeting
Language Arts
Specials
Teacher’s Choice
Lunch
Recess
Math
Science/Social
Studies/Specials
3:15 – 3:25
3:30
Organizational Time
Dismissal
PowerGrade
Allows you to view your child’s
language arts and math grades online
 You should have received your child’s
password and an informational packet
in the mail. Please let us know if you
did not receive this.
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Quaker Valley Grading Scale
98 - 100
A+
93 - 97
A
90 - 92
A87 - 89
B+
83 - 86
B
80 - 82
B77 - 79
C+
73 - 76
C
70 - 72
C65 - 69
D
64 and below F
Homework
Assigned Monday through Thursday
 Should take between 30 – 45 minutes
 We try to post on our websites
 We encourage you to help your child
with homework, but if he/she is really
struggling, let us know with a little note.
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Student Planners
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Students record their homework daily at
the beginning of their classes.
They should be taking them home every
day so that they use them to remind
themselves of the homework.
Please check and sign your child’s
planner.
Some common acronyms we use:
H.L. = Home Link
N.L.P. = Nightly Literacy Practice
Birthdays
No Food Please!
Classroom Donations
Language Arts - Miss Jenielle Johnson
Third Grade Language Arts
The topics I will discuss:
 The components of Language Arts
 Comprehension Strategies
 Assessments and Differentiation: using
assessment to drive instruction
 The Daily Five: a management system
that allows for more reading and more
differentiation
 Word Study
 What you can do at home
Reading / Language Arts
Program
COMPONENTS
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Phonemic Awareness
Comprehension
Vocabulary
Fluency
Writing
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Grammar
Listening and
Speaking
Research and
Informational Skills
Strategies Good Readers Use
to Comprehend
•Use Decoding / Phonics
•Make and Confirm
Predictions
•Create Mental Images
•Self-Question
•Summarize
•Read Ahead
•Reread to Clarify
•Use Context to Confirm
Meaning
•Adjust Reading Rate
Assessments – multiple,
ongoing
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We will review at parent conferences
One Child at a Time
•Differentiated Instruction - Using assessment
and data to inform instruction. Children
receive instruction that meets their individual
needs in ways that match their learning style
and interests.
• Kids are not all doing the same thing at the
same time.
Management Framework
“The Daily 5”
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This management system helps the teacher facilitate small
group instruction and promotes student ownership and
responsibility.
August and September – teaching kids to be independent
readers
Book boxes and book room
Research about becoming a better reader: kids read on
average 7 min. a day in school
Even more than a management system, it is a structure
that will help students develop the daily habits of reading,
writing and working with peers that will lead to a lifetime of
independent literacy.
The Daily Five Research Base
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Read to Yourself
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The best way to become a better
reader is to practice each day, with
books you choose, on your just-right
reading level. It soon becomes a habit.
“Stamina” – refers to the length of time the student can
work independently (ex – read to self for 8 minutes)
Read to Someone
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Reading to someone allows for more time to practice
strategies, helping you work on fluency and expression,
check for understanding, hear your own voice, and
share in the learning community.
The Daily Five Research Base
(cont.)
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Work on Writing
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Listen to Reading
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Just like reading, the best way to become a better
writer is to practice writing each day.
We hear examples of good literature and fluent
reading. We learn more words, thus expanding our
vocabulary and becoming better readers.
Word Work/Word Study
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Correct spelling allows for more fluent writing, thus
speeding up the ability to write and get thinking down
on paper. This is an essential foundation for writers.
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Developmental Spelling –
Words Their Way
Students are assessed  Word study tests and
to find their
homework routines
developmental levels
may be somewhat
for spelling, & then
different than in the
we’ll form small
past. (Transfer words)
groups.
 Look for your child’s
Students will sort
words in a baggie
words weekly, always
attached to his/her
searching for patterns
agenda.
and rules, and then
applying them to new
words and their
writing.
Types of Writing
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Personal Narrative
How-to-Essay
Persuasive
Compare and Contrast
Research Report
Expressive Writing
Writing/Grammar
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Grammar skills (parts of speech,
sentence types and mechanics)
will be taught, assessed and
applied to writing.
Research and Information
Skills
Students engage in a full
theme’s worth of instruction in all
stages of writing a research
report, including gathering
information, note-taking,
outlining, drafting, revising, and
publishing.
What to do at home
1. Continue to read with your child. Talk to
him/her about words and ideas in books.
2. Visit the library on a regular basis to make
books a regular part of children's lives.
3. Show children that you read books and
magazines for information and enjoyment.
4. Listen to the stories children write, as well as
their jokes or riddles. Encourage them to write
down their ideas.
5. Play word games such as Boggle or Scrabble
with your child.
Math - Mrs. Liz Foley
The topics I will discuss:
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The big idea: How math is taught
Components of a lesson
Expectations: What should children
master this year?
Assessments
How you can support your child in
math this year
How Math is Taught
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Problem-solving approach
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Children bring a lot of knowledge with them.
We try to connect to what they already know using real
world situations.
Then we build on their knowledge using visual and
kinesthetic models to make the abstract concrete.
We encourage them to grapple!
We expect them to share their strategies for solving
problems. (This not only widens everyone’s
understanding, but it helps to work on building their
mathematical communication skills.)
We teach procedural knowledge AFTER we explore
their methods and understandings.
Example: Multiplication
Components of a Lesson
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Part 1- Teaching the Lesson - Whole Class
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Mental math
Mental math (from lesson 1.11)
Put these numbers in order
from smallest to largest:
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27,590
20,509
29,700
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10,055
10,550
10,505
Mental Math (from lesson 8.8)
1 minute = ________ seconds
1 hour = ________ minutes
1/2 hour = ________ minutes
1/4 hour = ________ minutes
2/4 hour = ________ minutes
3/4 hour = ________ minutes
1/3 hour = ________ minutes
1/12 hour = ________ minutes
1/6 hour = ________ minutes
Components of a Lesson
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Part 1- Teaching the Lesson - Whole
Class
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Mental math
Math message
Whole class discussion
problem solving – individual, partner, or
small group
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Part 2 – Ongoing Learning and
Practice – partners, individual, or small
groups
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Math Boxes
Games
Writing
Some Favorite Games:
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Top-It
Name That Number
Baseball Multiplication
All are found in the Reference Book and can
be played with minimal supplies (could be
adapted at home for extra practice)
Components of a Lesson
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Part 3 – Differentiated Options
 Readiness Activities
 Enrichment Activities
Certain skills are emphasized in each
unit, but we’re always revisiting &
practicing all of the skills.
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Unit 1 – Routines, Review,
& Assessment
Unit 2 – Addition and
Subtraction of Whole
Numbers
Unit 3 – Linear Measures
and Area
Unit 4 – Multiplication and
Division
Unit 5 – Place Value in
Whole Numbers &
Decimals
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Unit 6 – Geometry
Unit 7 – Multiplication &
Division
Unit 8 – Fractions
Unit 9 – Multiplication and
Division
Unit 10 – Measurement &
Data
Unit 11 - Probability
What should third graders be
able to do in math by the
end of third grade?
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Make change for an amount up to $5.00 with no
more than $2.00 change given.
Know all multiplication facts from 0 x0 through 10
x 10
Create or match a story to a given combination
of symbols (+, -, x, <, >, =) and numbers
Interpret bar graphs, tables and charts and be
able to analyze the data using the concepts of
largest, smallest, most often, least often, and
middle.
Assessment
Ongoing, daily checks for mastery
 “Part A” – students should have
mastery of these items
 “Part B” – skills that are still
developing
 Open-Ended
 Slate/Oral Assessments
 Self-assessments
 Games, writing, quizzes
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How to support your child
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“Family Letters”
Make visual connections when possible.
Encourage estimation.
Homework – Read the note at the top to
see what we’re working on.
Homework Help – write a brief note to let us
know if your child struggled
Rehearse the facts – Just before going to
bed
Encourage your child to talk about how
and why they figured something out.
Science and Social Studies –
Mrs. Claudia Scanlon
Social Studies
Communities Around Us
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Map Skills
Learning About Communities
 What is a community?
 Work in communities
Different Kinds of Places
 Rural, urban, and suburban communities
People and Citizenship
 Government at work
 Constitution
 Our national capital
Social Studies
Communities Around Us
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Pennsylvania
 history, geography, economics
Junior Achievement
Morning Meeting - Current Events
ASSET Science
3 Units
1. Plant Growth and Development
2. Rocks and Minerals
3. Chemical Tests
Science Content
Plant Growth and Development Unit
Student will plant and track the growth of the
Wisconsin Fast Plant from seed to seed
The Big Ideas:
 Plants have parts that have
a specific function
 There is an interdependency
between bees and plants
Science Content
Rocks and Minerals Unit
- Like a geologist, students will discover the
properties of a collection of rocks and also
investigate the properties of a set of minerals
by conducting systematic tests, such as
magnetism, luster, & hardness tests.
The Big Ideas:
 The properties of rocks give clues to how they
were formed
 The properties of minerals determine how
they are used, and they’re used everywhere,
all around us!
Science Content
Chemical Tests Unit
Through a series of tests, students will
systematically uncover the identity of 5 white
household powders.
The Big Ideas:
 All chemicals have unique physical
and chemical properties that identify them
 The properties of chemicals determine how
they are used
Health - Making Healthy
Choices
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Conflict Situations and Strategies to Resolve
Safety - fire, first aid, home alone, outdoor,
at-home, car, bike, animals
Communicable Diseases and Hygiene
Drugs - definitions, such as OTC, prescription,
misuse & abuse, saying no
Circulatory System - physiology, healthy
hearts, heart disease
Getting in touch with us….
[email protected]
[email protected]
[email protected]
[email protected]
Or call front desk: 412-749-4003
Thank you for coming!
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The third grade classrooms are open to
you at this time.