Transcript Document 7114711

At Lewis Elementary School
Solon, Ohio
Welcome to Third Grade Curriculum
Night!
• Please find your child’s desk and make yourself
comfortable.
• We will begin promptly at 7:50.
• While you are waiting, use the yellow stationery
to write him/her a note. Please leave it on your
child’s desk.
Thanks! Mrs. Garfield
Purpose of this Evening
• Tonight we will cover classroom
expectations and the third grade
curriculum.
If you would like to discuss your child,
please contact me to determine a day and
time. Thank you!
How to get in touch with me:
• Voicemail: 440-349-7757, ext. 5814
– Check messages before and after school
– If calling about a bus change or pick-up change, please call the office
directly instead of leaving me a voicemail 440-349-6225
• Email: [email protected]
– Check email once a day
• Fall Conference:
– Please complete a schedule form and return to me as soon as possible.
I will send a confirmation letter to you once all conferences are
scheduled.
• Additional Conferences:
– As needed, please call or email to schedule a time to meet.
Family Information System
www.solonschools.org  Schools  Lewis  Elissa Garfield
• The Family Information System is a vital parent-teacher
link. On my classroom website, you will find:
• Calendar:
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Upcoming assessments
Holidays
Field trips
Homework
Special events
• Class News and Photos
• I Can Statements for all units of study
• Useful website links that can support your child’s
learning
• Email access
Behavior Expectations
Rules:
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Follow directions
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Keep hands, feet, and objects to yourself.
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Teasing and name-calling are not permitted.
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Respect is the key!
Consequences:
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Reminder – Blue Card
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Think Sheet – Yellow Card
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Note or phone call home – Red Card
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Severe behavior: Principal
Rewards:
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Classroom money for monthly prize shop
•
Whole-class parties for earning 30 marbles
Homework and Behavior Follow-through
• Daily log is used for recording behavior,
assignments and reminders.
• Homework packets go home on Monday and are
to be returned on the following Monday.
• Homework packets will include nightly reading,
First in Math and assignments that support
classroom learning.
Name _______________________________ # _______
Daily Log
Monday
___/___/___
Tuesday
___/___/___
Wednesday
___/___/___
Thursday
___/___/___
Friday
___/___/___
Behavior:
Behavior:
Behavior:
Behavior:
Behavior:
Green=Great
Green=Great
Green=Great
Green=Great
Green=Great
Blue=Reminder
Blue=Reminder
Blue=Reminder
Blue=Reminder
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Yellow=Sign &
Return Think
Sheet
Yellow=Sign &
Return Think
Sheet
Yellow=Sign &
Return Think
Sheet
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call Home
Red=Note or
Phone Call Home
Red=Note or
Phone Call Home
Red=Note or
Phone Call Home
Red=Note or
Phone Call Home
Assignments:
Assignments:
Assignments:
Assignments:
Assignments:
1. Read 20 min.
1. Read 20 min.
1. Read 20 min.
1. Read 20 min.
1. Read 20 min.
2. Play First in
Math
3. Homework
Packet
2. Play First in
Math
3. Homework
Packet
2. Play First in
Math
3. Homework
Packet
2. Play First in
Math
3. Homework
Packet
2. Play First in
Math
3. Return
Homework
Packet on
Monday
Reminders:
Reminders:
Reminders:
Reminders:
Reminders:
Parent Signature _____________________________________________________
Homework and Behavior Follow-through
To help reinforce positive study habits at
home:
• Have your child complete some homework each
evening.
• Check your child’s work for errors and have them correct
it before turning it in.
• Sign your child’s Daily Log sheet at the end of the week
(turned in Mondays).
• Science and Social Studies materials will come home
one week prior to an assessment.
• Review Unit tests that are sent home. Sign and return
the next school day.
Birthdays
• You are welcome to send in birthday treats
on your child’s birthday.
• If you would like to come in and read a
book to the class, please contact me to set
up a time.
• If your child has a food allergy,
please let me know.
Ohio Achievement Assessments:
Grade 3
• Reading Test: October 6 & April 26
• Math Test: April 27
– Results shared with parents once they are received
(usually 2 months following test).
– Regardless of test results, all students will continue to
receive focused instruction appropriate to their needs.
– Students who do not pass the reading test in the fall
will receive intensive instruction that targets areas of
weakness.
Solon Language Arts Philosophy
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Differentiation/Grouping
Direct Strategy Instruction
Student choice
Assessment and Feedback
Guided Practice
Time for Independent Practice
Intervention
Reader’s Workshop
Mini-Lesson - Daily, brief, powerful, whole
group demonstrations about how reading
works or how readers work.
Example: Using context clues to determine
the meaning of unknown words.
Reader’s Workshop
Independent Reading – Daily, silent,
sustained reading from a self-selected
text. Students are expected to read “just
right” books from a variety of genres, stay
on task, and reflect upon their reading.
Reader’s Workshop
Guided Reading - groups are flexible and fluid. Students
are grouped according to needs and appropriate focus.
Teacher role:
Teacher meets with small groups. Teachers select a text and focus
based upon data, provide a text introduction for students, and
provide descriptive feedback to students across the guided reading
lesson.
Student role:
After having read chunks of the text, students meet with the teacher
and share their thinking and reflect on their success with the reading
topic. Students participate in an active discussion which
incorporates comprehension, questioning, and higher-order thinking
skills.
What is a “just right” book?
• A book is "just right" when a student thinks about a
purpose for reading and can evaluate a text for its ability
to match that purpose.
• Students are more likely to be able to choose an
appropriate text when they know a variety of ways to
evaluate it.
• Students who can effectively choose appropriate texts
will be less likely to abandon books they choose and
more likely to spend more time in engaged reading.
Finding The "Just-Right" Book
• Easy Books (Downhill Books): Help children
to read more smoothly and are fun to read
aloud or silently.
– A favorite book that has been read multiple
times is an easy book.
– Your child knows, can understand, and
read almost every word.
– Your child reads the book easily and
smoothly.
– Fun to read, but does not provide mental
“exercise”.
Finding The "Just-Right" Book
• Just-Right Books (Flat Road Books): Just-right
books help children learn the most as they provide
just enough challenge. The child should be able to
figure out most of the words and understand what is
going on in the text.
– Your child is interested in the book.
– Your child can tell you what is happening in the
story.
– Your child has to occasionally reread parts of the
text to understand it.
– There may be a few words on the page that your
child needs help reading.
– Most reading is smooth-only occasionally choppy.
– Provide good mental exercise.
Finding The "Just-Right" Book
• Hard Books (Uphill Books): Hard books can do more
harm than good. If your child selects a book that is
too difficult for him/her to read suggest reading later
or read it to him/her.
– Your child is interested in this book.
– Your child is confused about what is happening.
– Your child has difficulty understanding the book
even after reading passages.
– Your child needs a lot of help to read this book.
– Feels exhausting.
Excerpt from Report Card Guidelines for Reading
(3 or proficient level on the rubric)
Fluency
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Occasional teacher support necessary to: Demonstrate mostly fluent and phrased reading, with an
adequate reading rate and with attention to most punctuation; Read with expression that demonstrates
comprehension
Acquisition of Vocabulary
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Occasional teacher support necessary to: Determine the meaning of unknown words and phrases by
using a variety of context clues
Reading Process
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Occasional teacher support necessary to: Use strategies such as predicting, inferring, and summarizing;
Compare and contrast information between texts; Self-monitor and adjust to comprehend a variety of
text
Informational Text
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Occasional teacher support necessary to: Use non-fiction text features/structures to locate and
comprehend information; Use main/central ideas and supporting details to summarize text
Literary Text
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Occasional teacher support necessary to: Describe the characters using thoughts, words and actions of
a character; Describe the setting of the selection; Identify the main incidents of plot sequence, including
the problem and solution; Identify the theme
Written Response to Reading
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Occasional teacher support necessary to: Use graphic organizers to demonstrate comprehension;
Answer literal, inferential, and evaluative questions to demonstrate comprehension; Write responses to
reading that includes a simple interpretation of a literary work and supports judgments with specific
references to the text
Word Study
Mini-lesson – Teacher presents whole group demonstrations about
spelling strategies.
Example: Visualizing—write the word several ways to see what “looks
right”
Word Study Groups - Teachers assist children in socially constructing
spelling generalizations. Children respond to teacher
questions/directions by completing sorts, tasks, looking at writing,
completing assessments, or engaging in spelling activities.
Application to Independent Writing - Teacher is primarily focused
upon working through writing content and conventions. When
spelling is a convention focus, past spelling generalizations are
reinforced. Children look through their writing for evidence of
spelling transfer or to reflect on feature knowledge already studied.
Word Study
How can parents help their children with
spelling?
• Encourage your child to reread his/her work.
Have your child identify words that do not look
correct. This is the first step to better spelling.
Encourage your child to apply the spelling
patterns he/she knows.
• Help your child review or learn our list of sight
words. These words do not necessarily fit into
any spelling pattern, but are extremely important
in daily writing. Children will be expected to
spell these words correctly in their writing.
Third Grade Spelling Standard
(excerpt from report card)
Late Within Word
Consistently Uses:
• Long vowel patterns (boat, meet, drive)
• Pre-consonant nasal sounds (land, jump)
• Complex consonant units (scrap, throw)
• Ambiguous vowel units (spoil, shawl, moon)
Uses But Confuses:
• Consonant doubling & e-dropping with “ed” and
“ing” endings
Writer’s Workshop
Mini-lesson
Daily, brief, powerful, whole group
demonstrations about how writing works.
Example: One powerful introduction strategy
is to write an interesting fact.
Writer’s Workshop
Independent Writing
Students write on self-selected topics or
teacher-directed topics. Students maintain
a writing folder and/or writer’s notebook.
Writer’s Workshop
Guided Small Group Instruction
Teacher meets with small groups of students to
teach or re-teach about some aspect of writing
that represents a common need for the group.
Children apply the concept into their own writing.
Writer’s Workshop
Conferencing
Teacher confers with students to give descriptive
feedback on one aspect of writing and/or to collect data.
Students are expected to act on this feedback to improve
some aspect of their writing.
Group Sharing/Author’s Chair
Students listen to writing and offer feedback in a three
point discussion— for example: positive comments,
suggestions for improvement, and questions for student
author.
Writing Genres of Study
Grade 3
Expository:
The student understands that the purpose of expository
writing is to describe, explain, instruct, retell/recount, or
to explore or maintain relationships with others.
Narrative:
The student understands that a story gives an account
(fictional or personal narrative) of a sequence of events.
Generally, the beginning introduces the setting and
characters and sometimes introduces the problem; the
middle further develops the problem; the end provides
closure for the reader. Writers use descriptive words to
add interest and details for more clarification.
Math
Patterns, relations, and functions
Example: Extend multiplicative and growing patterns, and describe
the pattern or rule in words.
2, 4, 8, 16, ____
Numbers and number relations
Example: Identify and generate equivalent forms of whole
numbers;e.g.,36, 30 + 6, 9 x 4, 46-10, number of inches in a yard.
Geometry
Example: Analyze and describe properties of two and three
dimensional objects using terms such as vertex, edge, angle, side
and face.
Math
Algebra
Example: Represent problem situations using
equations (e.g., 5 + n =7) and inequalities
(e.g., m + 2 < 5) and solve.
Measurement
Example: Measure weight, length, and volume
(capacity) to the nearest ½ or ¼ unit by using
appropriate metric and customary units.
Math
Estimation and mental computation
Example: Demonstrate fluency in
multiplication facts through 10 and
corresponding division facts.
Data analysis and probability
Examples: Analyze and interpret information on a
timeline.
Conduct a simple experiment or simulation of a simple
event, record the results in a chart, table or graph, and
use the results to draw conclusions about the
likelihood of possible outcomes.
Math I Can Statements
• Each unit has a set of “I Can” statements, which align to specific
state indicators in math, written in child-friendly terms.
• I Can Statements identify all the concepts and skills that students
should be able to do by the end of the unit.
Unit 1 - Sampling and Classifying
I Can Statements
• I can draw conclusions based on the information from a table or graph.
• I can make predictions based on the information from a table or graph.
• I can match a set of data to a specific graph.D6I can translate a set of data
between a chart, a table or a graph.
• I can find the mode of a set of data and explain what it means.
Grade 3
Units 1 and 2
I Can Statements
Indicator
D8
Item #
I Can
1, 4, 5
I can find the mode of a set of data and explain what it
means.
N10a
2
I can explain how addition and subtraction are related.
D5
3
I can match a set of data to a specific graph.
D6
6
I can translate a set of data between a chart, a table or a
graph.
D4
7
I can draw conclusions or make predictions based on the
information from a table or graph.
D9
8
I can draw conclusions about the likelihood for possible
outcomes from the results of an experiment.
N1
9, 10
I can identify and show equivalent forms of whole
numbers.
*Please note that students that received any check minuses will be given
corrective instruction at school.
Check
How can I help my child in math
this year?
•
Once you receive information on First in Math, our online math program,
please make sure your child is playing on a daily basis. *The focus this year
will not be on accumulating stickers. Rather, students are encouraged to
increase their speed while solving problems.
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Tell time and count money together. Ask real-world questions such as:
“What time is it? What time will it be in 15 minutes?”
“How much time before soccer practice begins?”
“How much change should we get after we buy these pencils?”
“How much more money do you need before you can buy ....?”
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Check over math homework together.
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Check over math assessments together.
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Let the teacher know if there is a concept that is particularly difficult for
your child.
Science Units
• Rocks & Soil
• Nutrition
• Forces & Motion
• Animal Adaptations & Environments
Rocks & Soil
Unit Summary:
• Rocks and soil have distinct properties. The properties
of rocks help scientists identify what type of rock they are
and how they are formed. The properties of soil help
scientists identify the composition of the soil. All living
things are dependent on rocks and soil.
Big Idea:
• Rocks and soil are important because they are
interconnected to Earth’s living things and its history.
Nutrition
Unit Overview:
• Nutrition directly affects a person’s physical and mental
health. Using the food pyramid, people can create a
healthy, balanced diet. It is important to understand the
relationship between exercise and calories. Experiments
conducted with nutrition will be expected. Scientific
observations should be recorded and communicated
accurately. Through technology, the career of a
nutritionist will be expected.
Big Idea:
• Understanding that nutrition makes a difference in our
health and lifestyle.
Forces & Motion
Unit Summary
• An object’s position can be described by locating it
relative to another object or the background. An
object’s motion can be traced and measured
depending on its position over time. Gravity,
magnetism and collision are forces that affect an
object’s motion. When an object experiences a force
such as a push or pull, changes can be predicted.
Big Idea
• Forces directly affect objects and their motion.
Animal Adaptations &
Environments
Unit Summary
• Animals have different life cycles that can be
compared and contrasted. Animals have a
variety of structures and functions that can be
related to survival. Changes in animals’ habitats
positively or negatively affect their survival.
Big Ideas
• Animals have different life cycles. They adapt in
a number of ways in order to survive in their
changing environments.
Social Studies Units of Study
Solon History &
People in Societies (Culture)
Local Government
Geography
Economics
Solon History & Culture
Unit Overview
• The focus will be a historic and cultural study of the local community
over time. Using multiple sources, students will analyze
perspectives, practices and products of different cultures. They will
draw logical conclusions to evaluate the impact of their commonality
and diversity within local settings. Students read and interpret
pictographs and bar graphs to communicate information.
Big Ideas
• People have different cultural practices which should be appreciated
and respected.
• People cause changes in their community, the effects can be
positive or negative.
• Tools are available to help locate information and solve problems.
Geography
Unit Overview
Students use knowledge of geographic locations, patterns, and
processes to show the interrelationship between the environment
and human activity over time. Students use maps as tools to learn
about physical and human features. The Greater Cleveland area
has landforms (e.g., rivers, Lake Erie) climate (e.g., 4 seasons),
vegetation (e.g., corn, apples, trees), population (e.g., rural, urban,
suburban) and economic characteristics (e.g., the types of jobs).
Big Ideas
• Tools are available to help locate information and solve problems.
Local Government
Unit Overview:
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Students use knowledge of the purposes, structures, and processes
of political systems at the local level to understand that people create
systems of government as structures of power and authority to
provide order, maintain stability and promote general welfare.
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Students use knowledge of the rights and responsibilities of
citizenship in order to examine and evaluate civic ideals and to
participate in community life and the American democratic system.
•
Students collect information from multiple sources. Students
communicate this information using appropriate social studies
terminology in oral, written or multimedia form and apply what they
learned to societal issues simulated or real-world settings.
Economics
Unit Overview:
Students use economic reasoning skills
and knowledge of major economic
concepts, issues and systems in order to
make informed choices as producers,
consumers, savers, investors, workers,
and citizens in an interdependent world.
Content Area
Support
Unit Materials
Field Trips
Technology Across the Curriculum
3rd Grade Technology Standards Include:
• Basic operations and computer awareness
– Example: opening & closing programs
• Document design (word processing)
– Example: editing text with copy & paste
• Data analysis (spreadsheet)
– Example: creating a graph using the chart wizard
• Multi-media design
– Example: creating a Power Point presentation
• Communications & information literacy (search engines)
– Example: performing an advanced search using Google or Yahoo
Specials
Please refer to insert for curriculum information
• Physical Education – Ms. D’Amato
Day of the Week: Wednesday
• Media / Library – Mrs. Ebert
Day of the Week: Thursday
• Art – Mr. Nyerges
Day of the Week: Monday
• Music – Mrs. Kleman
Day of the Week: Tuesday
Handwriting
• Students will review all printed and cursive
letters throughout the year.
• Please refer to the cursive strokes included in
your packet.
• Students are not required to write in cursive in
journals, on tests, etc.
• Students are expected to write neatly, whether
printing or using cursive. Writing neatly includes
using proper letter formation and spacing.
Reminders
• Please write a note to your child and leave
it on or inside his/her desk.
• Complete conference forms and return as
soon as possible.
• Visit the book fair tonight-proceeds benefit
the classroom.
We are a team!
• Together, we can make this a positive,
successful year for your child!
• Please do not hesitate to contact me with
questions or concerns.
PTA Announcements
Thank you for coming tonight!
I look forward to seeing each of you
at our fall conference.