OPEN HOUSE SCHIESHER ELEMENTARY SCHOOL THIRD GRADE I dreamed I stood in a studio And watched two sculptors thereThe clay they used was a.

Download Report

Transcript OPEN HOUSE SCHIESHER ELEMENTARY SCHOOL THIRD GRADE I dreamed I stood in a studio And watched two sculptors thereThe clay they used was a.

OPEN HOUSE
SCHIESHER ELEMENTARY
SCHOOL
THIRD GRADE
I dreamed I stood in a studio
And watched two sculptors thereThe clay they used was a young child’s mind
And they fashioned it with care.
One was a teacher: the tools he used
Were book, music, and art.
The other, a parent worked
With a gentle, loving heart.
Day after day the teacher toiled
With touch that was deft and sure;
While the parent labored by his side,
And polished and smoothed it o’er.
Until at last their task was done,
They were proud of what they had wroughtFor the things they had modeled into the child
Could neither be sold or bought.
But each agreed he would have failed
If he had worked alone.
But behind the teacher stood the school
And behind the parent, the home.
Classroom Schedule - A.M.
8:45-9:00
Monday
Tuesday
Wednesday
Thursday
Friday
Opening
Opening
Opening
Opening
Opening
9:00-9:15
9:15-9:30
9:30-9:45
9:45-10:00
10:00-10:15
Language Arts/Literacy Block
Vocabulary
Reader’s Workshop
Words Their Way
Shared Reading
10:15-10:30
10:30-10:45
10:45-11:00
11:00-11:15
11:15-11:30
Math
11:30-11:45
11:45-12:00
12:00-12:15
12:15-12:25
Lunch/ Recess
Classroom Schedule - P.M.
Monday
Tuesday
Wednesday
Thursday
Friday
Music
Art
Writing
PE
Computer
Lab
Music
Writing
12:30-12:45
12:45-1:00
1:00-1:15
PE
1:15-1:30
1:30-1:45
Writing
Class Mtg
Book Check out
Science
Writing
1:45-2:00
Social
Studies
PE
2:00-2:15
2:15-2:30
2:30-3:00
Social
Social
Science
Social
2nd Step
Priority Goals In Third Grade






1. To teach children to develop good study
habits.
2. To teach children to organize their time.
3. To teach children to assume
responsibilities academically and
socially.
4. To provide more individual attention.
5. To place emphasis on L.A. and Math
Programs.
6. To provide an atmosphere in which
learning is fun.
What to Expect

Every night your child should complete their
Reading/Math Log.

Homework should be around 30 minutes a night.

Please check your child’s assignment notebook
and Take Home folder every day.
Student Expectations



Use Standard
English
Say “Please”, Thank
You”, “Excuse Me”,
“You’re Welcome!”
Talk Politely to
Everyone


Walk in School
Act Responsibly in
Class and Around
the School
Behavior Plan

Stop Light Program
– Green-Keep it up!
– Yellow-Warning
– Red- Stop. Consequence given.

Red Card Consequences
– 1st offense- warning
– 2nd offense- conference with teacher and inside for
recess
– 3rd offense- call home and inside for recess
– 4th offense- write up- conference with principal
Behavior Plan



Children monitor their behavior with a
monthly calendar.
Each day the cards are reset. Every
child starts the day with a green card.
Red card violations are reset each
trimester.
Homework Policy
Assignments are given orally and posted on the
assignment poster. The students are required to copy them in
their assignment notebooks which are kept with the take home
folders. The assignment notebook and folder are checked by the
teacher, sent home, checked by the parents and returned the
following school day with the completed assignments.
Time is given in class to begin an assignment. Any work
not completed is considered homework.
If an assignment is overdue, a reminder notice (pink slip)
is issued. Please sign and return it and the schoolwork the
following day.
If your child is absent, an absent sheet is filled out
containing the daily homework and other notices. You may
request that the homework be sent home with another child, or
you may pick it up in the office at the end of the day.
Grading Scale






Letter grades in reading, math, and
social studies.
A 90-100
B 89-80
C 79-70
D 69-60
F 59 and below
Report Cards
Progress reports are sent home on
an individual basis as needed midway
through the trimester. Report cards are
sent home at the end of the trimester,
approximately every twelve weeks.
THE BEST THING
TO SPEND
ON YOUR
CHILDREN
IS
TIME
Ways You Can Help your Child





Read to children even after they have learned
to read. Discuss the stories with them.
Give your child books as gifts.
Work together while your child finishes their
homework.
Turn everyday chores into learning
experiences.
Check their assignment sheets daily.
THIRD GRADE
CURRICULUM CONTENT
LANGUAGE ARTS










Reader’s Workshop Model
Guided Reading- Scholastic Blue
Paragraph writing
Spelling-Words Their Way
Cursive
Writing: Writer’s Workshop
Poetry
Oral Communications
AR Tests- 7,8,7/Reading Logs
Curriculum is aligned to the Common Core Standards
August, 2015
Dear Parents,
Please take a moment to read about the spelling program that we will be using this year. Also, be sure to read the attached
page which outlines weekly word activities for your child to complete at home.
Words Their Way
Words Their Way is described as a hands-on activity that allows students to compare and contrast categories of word features and discover
similarities and differences within and between categories. During word study, spelling words are sorted in routines that require students
to examine, discriminate and make critical judgments about speech sounds, word structures, spelling patterns, and meanings.
Commercial phonics, spelling, and vocabulary programs are often characterized by explicit skill instruction, a systematic scope and
sequence, and repeated practice. Much of the repeated practice consists of rote drill, so students have little opportunity to manipulate
word concepts or apply critical thinking skills. Through active exploration, word study teaches students to examine words to discover the
regularities, patterns, and conventions of English that are necessary to read and write.
Why is sorting important?
Word sorts are interesting and fun for students because they are hands-on and manipulative. The process of sorting requires students to
pay attention to words and to make logical decisions about their sound, pattern, and or meaning as they sort each word.
Sorting works from the known to the unknown. For instance, students work with words or the names of pictures that they can already
pronounce. This takes away the tedious behavior of sounding out everything which subsequently detracts from meaning and engagement.
Word sorts do not rely on rote memorization or the recitation of rules. During sorting, students determine similarities and differences
among targeted features as they utilize higher level critical thinking skills to make categorical judgments.
Sorts are effective and offer more concentrated practice than most commercial phonics programs. Sorting doubles or triples the number of
examples children study, and they study them in a shorter amount of time.
Sincerely,
Miss Mizen
August, 2015
Dear Parents,
Your child’s spelling level has been assessed, and based on that assessment, we’ve put together words that are appropriate for your child to learn at this
time. The students will be bringing home a collection of spelling words on a weekly basis that have been introduced at school. Each night of the week,
your child is expected to do a different activity to ensure that these words and the spelling principles they represent are mastered. These activities will be
modeled and practiced in school, so your child should not have a problem with doing them.
Monday: Have your child cut the words apart. Remind him/her to sort the words into categories like the ones in school. Your child should read each
word aloud during this activity. Ask him/her to explain to you why the words are sorted in a particular way. Ask your child to sort the words a second
time as fast as possible.
Tuesday: Do a no peeking sort with your child. Lay down a word (face up) from each category as a header and then read the rest of the words aloud.
Your child should indicate where each word goes without seeing it. Lay it down and let your child move it into the correct category if he/she was
incorrect. Repeat if he/she makes more than one error. Sometimes we may call this a Blind Sort.
Wednesday: Assist your child in doing a word hunt, looking for words in an AR book or other familiar book that have a similar pattern as his/her
spelling words. Your child can write down the words that were found.
Thursday: Do a writing sort to prepare for the Friday test. As you call out the words in random order, your child should write them into the correct
categories. Call out any words he/she misspells a second or even third time.
The final test will be given on the last day of the week unless our schedule changes. Be sure to ask your child. There will be some weeks when we will
not have a sort. If your child did not write SORT on their assignment sheet and has written something else, then our class will be working on something
different that week. Reviewing previous weeks’ sorts would be beneficial.
Sincerely,
Miss Mizen and Mrs. Poremba
Independent Reading











To receive full credit on independent reading(AR), your child
must read a minimum of:
1st trimester- seven books
2nd trimester- eight books
3rd trimester- seven books
Student can take Accelerated Reader test to receive credit on
book read.
Student must receive 80% or better.
Book must be approved by teacher before test is taken.
Book must be at child’s appropriate level or higher.
Failed test may be retaken with teacher permission.
Star Reading test is given each trimester to evaluate students.
Complete Reading/Math Log.
Writing

Focus on 3 types of writing
– Narrative: Small Moments, Fairy Tales
– Informational
– Opinion




Pre-write- graphic organizer
Rough Draft
Final Draft
Poetry
MATHEMATICS
Curriculum Aligned to Common Core State Standards






Unit 1-Measurement
Unit 2- Operations and Algebraic Thinking:
The Relationship between Multiplication and
Division
Unit 3- Operations and Algebraic Thinking:
The Properties of Multiplication and Division
Unit 4- Operations and Algebraic Thinking:
Patterns in Addition and Multiplication
Unit 5- Geometry
Unit 6- Representing and Comparing
Fractions
Math Practices








Make sense of problems and persevere in solving
Reason abstractly and quantitatively
Construct viable arguments and critique reasoning of
others
Model with math
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
SCIENCE/HEALTH




Dinosaurs
Sound
The Human Body
People and Animals
SOCIAL STUDIES






Maps
Native Americans
The Growth of Communities
Pioneers
Government
Lisle
Technology






Microsoft Word
PowerPoint
Photo Story
Map Maker
Google Earth
Timeliner
Field Trips

Field Museum- Dinosaurs and Pioneers

Fullersburg Woods- Life Cycle

Lisle Depot- History of Lisle
Please check
out our class
web site for the
latest weekly
information.
Thank you for coming!!
Julie Mizen(630)493-8132
[email protected]
*Remember to sign Parent/Student Handbook