Transcript •Please find your child’s desk and make yourself comfortable.

•Please find your child’s desk and make
yourself comfortable.
•We will begin promptly at 7:30pm.
•While you are waiting, please use the
yellow half-sheet of stationery at your
child’s desk to write him/her a note.
Please leave the note on your child’s desk.
–Thanks! Mrs. Elliott
Purpose Of Our Meeting
• Tonight we will cover classroom
expectations and the third grade
curriculum.
• If you need to speak to me about your
child, please call me or contact me to
schedule a conference. Thank you!
How to get in touch with me:
• Voicemail: 440-349-7757, ext. 5818
– 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
Janet Elliott
• 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 to the teacher
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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Be prepared and on time with supplies, assignments, & homework
Consequences:
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Blue Card = Reminder
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Yellow Card = Write behavior log entry
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Red Card = Note or phone call home
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Severe Behavior = Principal
Rewards:
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Positive notes and phone calls
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Classroom money for monthly prize shop
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Whole-class parties for earning 30 marbles
Homework
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Daily Log inside home folder is used for recording behavior, assignments,
and reminders
Check website for assignments
Current math, science, and social studies units posted on the webpage
calendar – refer to corresponding I Can Statements
Homework packets go home on Monday and are to be returned on the
following Monday
Homework packets will include nightly reading, time playing First in Math
and assignments that support classroom learning
To help reinforce positive study habits at home:
– Please sign your child’s Daily Log sheet inside the home folder at the end of the
week.
– Science & Social Studies materials will come home one week prior to an
assessment.
– Review unit tests that are sent home with your child. Sign and return the next
school day.
Daily Log
Monday
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Tuesday
___/___/___
Wednesday
___/___/___
Thursday
___/___/___
Friday
___/___/___
Behavior:
Green=Great
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call
Home
Behavior:
Green=Great
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call
Home
Behavior:
Green=Great
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call
Home
Behavior:
Green=Great
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call
Home
Behavior:
Green=Great
Blue=Reminder
Yellow=Sign &
Return Think
Sheet
Red=Note or
Phone Call
Home
Assignments:
1. Read 20 min.
2. Play First in
Math
3. Homework
Packet
Assignments:
1. Read 20 min.
2. Play First in
Math
3. Homework
Packet
Assignments:
1. Read 20 min.
2. Play First in
Math
3. Homework
Packet
Assignments:
1. Read 20 min.
2. Play First in
Math
3. Homework
Packet
Assignments:
1. Read 20 min.
2. Play First in
Math
3. Return
Homework
Packet on
Monday
Reminders:
Reminders:
Reminders:
Reminders:
Reminders:
Parent Signature _____________________________________________________
Birthdays
• You are welcome to send in birthday treats on
your child’s birthday.
• We do have a NUT ALLERGY – please no foods
with nuts!
• If your child has a summer birthday, feel free to
send in a birthday treat for his/her half-birthday
or un-birthday.
• If your child has a food allergy,
please let me know.
Ohio Achievement Tests:
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.
– Students who do not pass the reading test in the
spring will qualify for the summer reading program.
Solon Language Arts Philosophy
The Solon Language Arts philosophy reflects that of the Ohio Department of
Education which believes “…that the knowledge and skills defined in Ohio academic
content standards are within the reach of all students. Students, however, develop at
different rates. All children learn and experience success given time and opportunity, but
the degree to which the standards are met and the time it takes to reach the
standards will vary from student to student” (Ohio K-12 Language Arts Content
Standards, p. 25). Another shared commitment with the State exists in the fact that Solon
is committed to using “research-based” best practices to foster language development in
the most appropriate and meaningful ways possible. Current research that influences
instruction in the Solon City Schools is summarized by the Ohio Department of Education
in the following categories:
• Differentiation
• Direct Strategy Instruction
• Grouping
• Student choice
• Assessment and Feedback
• Guided Practice
• Time for Independent Practice
• Intervention and Working with Diverse Learners
Reading 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.
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 analyze their
thinking by completing a daily reading log and quarterly reflection.
Guided Reading - groups are flexible and fluid. Students are grouped according to needs and
appropriate focus.
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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.
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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.
Finding The "Just-Right" Book
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Easy 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.
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Just-Right 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.
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Hard 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.
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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.
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.
Five-Finger Rule: As your child reads, have him/her count unknown words. If there are
five or more unknown words on a page, the book is too hard for your child.
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.
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.
• Help your child with his/her word study homework. Some word cards that come
home will be highlighted. Although your child will only be tested on the highlighted
words, I will be looking for transfer of the general spelling pattern in your child’s
writing.
Writing Workshop
Mini-lesson
Daily, brief, powerful, whole group demonstrations about how writing works.
Independent Writing
Students write on self-selected topics or teacher-directed topics. Students
maintain a writing folder and/or writer’s notebook.
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.
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.
Partner Sharing
Students listen to writing and offer feedback to support our focus.
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.
Examples:
• All about…
• Letter of request…
• Memoir…
• Informational report…
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.
Examples:
• Realistic Fiction: problem & solution story
• Realistic Fiction: focus on story elements
• Porquoi Tale (a tale of how or why)
Sample Rubric
Goal for 3rd Grade Writers: 3 or Proficient
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.
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.
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, only 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.
How can I help my child in math
this year?
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Once you receive information on First in Math, our online math program,
please make sure your child is playing on a daily basis. Your child’s
username and password will be inside his/her home folder.
*The focus this year will be on increasing 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:
• 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.
• 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
•Near completion of units, materials will be sent
home for review.
•Check “I Can Statements” for each unit.
•Help your child study for tests by having him/her
explain the I Can Statements, rather than defining
vocabulary.
•Unit tests will be sent home for you to review with
your child. Tests must be signed and returned.
Field Trips
(If interested, please sign up through
classroom coordinators)
•Chapin Forest – Rocks & Soil
•Solon Historical Society – October;
Solon History & Culture
•TBA – Forces & Motion and/or
Economics
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
• Physical Education – Miss D’Amato
Day of the Week: Monday
• Media / Library – Mrs. Ebert
Day of the Week: Tuesday
• Art – Mr. Nyerges
Day of the Week: Wednesday
• Music – Mrs. Kleman
Day of the Week: Thursday
• Friday is a rotating schedule. Please refer to your child’s rotating
schedule sheet in his/her home folder.
Volunteer Opportunities
All sign-up sheets are on the reading table
in the back of the classroom.
• Send in a monthly treat or “test candy”
• Sign up if you have an area of expertise to
supplement the curriculum
Reminders
• Please write a note to your child and leave
it on or inside his/her desk.
• Complete forms for PTA and return as
soon as possible.
• 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 & Room Coordinators’
Announcements
Thank you for coming tonight!
I look forward to seeing each of you
at our fall conference.