Welcome!Welcome!Agenda:Agenda:

I.I. CurriculumCurriculumII.II. Classroom Classroom

procedures procedures and routinesand routinesIII.III. QuestionsQuestions

If you’d like, please take a If you’d like, please take a moment to write a “love note” to moment to write a “love note” to your child, then place it in his/her your child, then place it in his/her desk to be discovered in the desk to be discovered in the morning. Then try the same math morning. Then try the same math problem that your child has problem that your child has already done in class.already done in class.

ReadingReading

Transitioning to Common Core Standards:Transitioning to Common Core Standards:

-emphasizes textual analysis-emphasizes textual analysis

-equal weight given to fiction AND nonfiction-equal weight given to fiction AND nonfiction

-reading skills require deep comprehension and -reading skills require deep comprehension and high-level thinkinghigh-level thinking

Reading StrategiesReading Strategies

Some examples:Some examples: PhonicsPhonics- - relationship of sounds to symbolsrelationship of sounds to symbols; ;

Structural analysis- Structural analysis- breaking words into breaking words into parts (root words, affixes)parts (root words, affixes)

Context cluesContext clues– attention to details/inferring/connection attention to details/inferring/connection

between detailsbetween details– signpostssignposts

Strategies are taught in the context of Strategies are taught in the context of the books we are reading so that they the books we are reading so that they are more meaningful to students.are more meaningful to students.

FluencyFluency

The ability to read text accurately The ability to read text accurately and quickly.and quickly.

Since fluent readers do not have Since fluent readers do not have to concentrate on decoding the to concentrate on decoding the words they can focus on what the words they can focus on what the text means.text means.

Fluent readers recognize words Fluent readers recognize words andand comprehend at the same comprehend at the same time.time.

ReadingReading

Also focus on elements of literature: Also focus on elements of literature: character, setting, problem & solutioncharacter, setting, problem & solution..

Explore literary genres: Explore literary genres: fantasy, fantasy, realistic fiction, mysteries, historical realistic fiction, mysteries, historical fiction, traditional literature, nonfiction fiction, traditional literature, nonfiction (informational & biographies) , & poetry.(informational & biographies) , & poetry.

In third grade students begin to In third grade students begin to make transition from learning to make transition from learning to read to reading to learn.read to reading to learn.

ReadingReading

My main goal: to have students My main goal: to have students who not only who not only cancan read, but read, but dodo read. read.

For this to happen, need to create For this to happen, need to create strategic, independent, thoughtful strategic, independent, thoughtful readers.readers.– 40 Book Challenge40 Book Challenge

WritingWriting

Reading & writing Reading & writing closely linked.closely linked.

Students should be able Students should be able to to confidentlyconfidently express express thoughts & feelings thoughts & feelings through writing.through writing.

Children write in many Children write in many genres: personal genres: personal narratives, creative narratives, creative stories, opinion writing, stories, opinion writing, informational writing.informational writing.

Use stories we’ve read Use stories we’ve read as models for own as models for own writing.writing.

WritingWriting

Writing process stages: Writing process stages: collecting entries in collecting entries in Writer’s notebook, Writer’s notebook, rehearsing, drafting, rehearsing, drafting, revising, editing, & revising, editing, & publishing.publishing.

We study the writer’s We study the writer’s craft by studying craft by studying published authors.published authors.

Writing also integrated Writing also integrated throughout the throughout the curriculum- Math & curriculum- Math & Science journals, Social Science journals, Social Studies reports, Reading, Studies reports, Reading, etc.etc.

WritingWriting

To maintain flow of writing children To maintain flow of writing children are encouraged to focus on meaning are encouraged to focus on meaning first, then check mechanics first, then check mechanics (spelling, capitalization, punctuation) (spelling, capitalization, punctuation) during revising and editing stages.during revising and editing stages.

As year progresses, students’ As year progresses, students’ spelling will (hopefully!) more spelling will (hopefully!) more closely approximate conventional closely approximate conventional spelling.spelling.

SpellingSpelling

Spelling program tied to reading program; Spelling program tied to reading program; emphasizes correct spelling in daily writing, emphasizes correct spelling in daily writing, not just on weekly test.not just on weekly test.

Focuses on spelling patterns & rules; also Focuses on spelling patterns & rules; also incorporate list of most frequently used incorporate list of most frequently used words.words.

Students responsible for spelling “no-excuse Students responsible for spelling “no-excuse words” correctly words” correctly at all times in all writingat all times in all writing..

Spelling strategies and rules are taught.Spelling strategies and rules are taught. Spelling grade includes correct application of Spelling grade includes correct application of

spelling, and will be included under the spelling, and will be included under the writing trait of “Conventions” on report cardwriting trait of “Conventions” on report card..

HandwritingHandwriting

D’Nealian handwriting system D’Nealian handwriting system Emphasizes legibility.Emphasizes legibility. Provides easy transition to Provides easy transition to

cursive writing.cursive writing.

MathMath Math program designed to teach a Math program designed to teach a

range of concepts in depth range of concepts in depth andand ensure knowledge of basic arithmetic ensure knowledge of basic arithmetic skills.skills.

Want students to fully understand Want students to fully understand each concept, not just memorize each concept, not just memorize procedures.procedures.

Are trying to build solid foundation Are trying to build solid foundation upon which future learning can occur.upon which future learning can occur.

Program stresses real-life math Program stresses real-life math experiences, not just abstract drill & experiences, not just abstract drill & practice.practice.

MathMath

Transitioning to Common Core Transitioning to Common Core Standards:Standards:– Operations and Algebraic ThinkingOperations and Algebraic Thinking– Number and Operations in Base 10Number and Operations in Base 10– Number and Operations- FractionsNumber and Operations- Fractions– Measurement and DataMeasurement and Data– GeometryGeometry

Mathematical PracticesMathematical Practices

MathMath

Very difficult for young Very difficult for young children to learn new children to learn new math concepts math concepts symbolically. Use symbolically. Use variety of manipulatives.variety of manipulatives.

MathMath

Special emphasis on problem-solving in real-life contexts.Special emphasis on problem-solving in real-life contexts.Mathematically powerful students:Mathematically powerful students: Can explain/demonstrate how they solved the problemCan explain/demonstrate how they solved the problem Can solve a problem in more than one wayCan solve a problem in more than one way Can manipulate large numbers with ease; are confident with Can manipulate large numbers with ease; are confident with

numbersnumbers Can Can teachteach others others Are creative in their approach to problem-solvingAre creative in their approach to problem-solving Apply learning to new situations or real lifeApply learning to new situations or real life Understand math languageUnderstand math language Are risk-takersAre risk-takers Relate math to everyday lifeRelate math to everyday life

To solve word problems, children:To solve word problems, children: Have to make sense of the problemHave to make sense of the problem Have to do something mathematically with the numbersHave to do something mathematically with the numbers

Invented AlgorithmsInvented Algorithms

Standard algorithms not very transparent: Standard algorithms not very transparent: not clear why they work.not clear why they work.

When children invent algorithms for When children invent algorithms for themselves, they have some basis for themselves, they have some basis for understanding and correcting their errors.understanding and correcting their errors.

Invented algorithms less likely to foster Invented algorithms less likely to foster serious misconceptions and errors.serious misconceptions and errors.

Invented algorithms esp. helpful in problems Invented algorithms esp. helpful in problems with zeroes.with zeroes.

Children’s explanations of invented Children’s explanations of invented algorithms provide teachers with insight algorithms provide teachers with insight about children’s thinking and understanding.about children’s thinking and understanding.

ScienceScience

Science program is hands-on and Science program is hands-on and inquiry-based.inquiry-based.

Reinforces process & teaches content.Reinforces process & teaches content. Major topics: Physical Science (sound Major topics: Physical Science (sound

and light), Earth and Space (rocks, and and light), Earth and Space (rocks, and erosion & weathering), Life Science erosion & weathering), Life Science (plants/animals, ecology).(plants/animals, ecology).

Social StudiesSocial Studies

At 3At 3rdrd grade level we learn about grade level we learn about communities, history, geography, communities, history, geography, economics, citizenship.economics, citizenship.

HealthHealth

Health series is called Health series is called Health and Health and FitnessFitness..

Lessons teach vocabulary & Lessons teach vocabulary & concept development.concept development.

Units include: Growth and Units include: Growth and Development, Personal Health, Development, Personal Health, Nutrition, Safety and First Aid, Nutrition, Safety and First Aid, Dental Hygiene, Disease Dental Hygiene, Disease Prevention.Prevention.

TechnologyTechnology

Production Lab- at least once a Production Lab- at least once a week.week.

Will create multimedia projects, Will create multimedia projects, use Internet for research, explore use Internet for research, explore various computer programs, & various computer programs, & develop keyboarding skills.develop keyboarding skills.

Will integrate technology into Will integrate technology into curriculum.curriculum.

TechnologyTechnology

Technology-enriched classrooms- Technology-enriched classrooms- 8 wireless laptops, SmartBoard, 8 wireless laptops, SmartBoard, projector, and document camera.projector, and document camera.

Curriculum-based projects linked Curriculum-based projects linked to district curriculum & state to district curriculum & state standards.standards.

Classroom Procedures Classroom Procedures & Routines& Routines

Classroom rules & consequences:Classroom rules & consequences: Our class is a safe place for each Our class is a safe place for each

child-physically & emotionally.child-physically & emotionally. Strive to create caring atmosphere Strive to create caring atmosphere

in which each child is valued.in which each child is valued. Focus on recognizing good Focus on recognizing good

behavior.behavior. Red Light/Green Light system- Red Light/Green Light system-

stoplight report sent home every stoplight report sent home every day; should be returned every day, day; should be returned every day, and signed by parent every Friday.and signed by parent every Friday.

Classroom Procedures Classroom Procedures & Routines& Routines

School-wide program:School-wide program:

-Be safe.-Be safe.

-Be respectful.-Be respectful.

-Be responsible.-Be responsible. Goal: students take responsibility Goal: students take responsibility

for own actions & make positive for own actions & make positive choices.choices.

Classroom Procedures Classroom Procedures & Routines& Routines

HomeworkHomework Purpose: additional practice, build good Purpose: additional practice, build good

study habitsstudy habits Contract sent home on Mon.; should be Contract sent home on Mon.; should be

returned the following Monday:returned the following Monday:– Read 20 mins. x 5 daysRead 20 mins. x 5 days– Write 20 min. x 5 daysWrite 20 min. x 5 days– 60 mins. Dreambox per week (Math)60 mins. Dreambox per week (Math)– Time For Kids magazineTime For Kids magazine

Reminder notices given when homework is Reminder notices given when homework is not turned in. not turned in.

Classroom Procedures Classroom Procedures & Routines& Routines

How parents can help with homework:How parents can help with homework: Review homework- immediate Review homework- immediate

feedback most effective.feedback most effective. Read with your child, including Read with your child, including

repeated reading assignments to build repeated reading assignments to build fluency.fluency.

In Math work on basic facts, telling In Math work on basic facts, telling time, counting money and making time, counting money and making change, & problem-solving.change, & problem-solving.

Classroom Procedures Classroom Procedures & Routines& Routines

FoldersFolders Every day Communication folder Every day Communication folder

should be brought to school and should be brought to school and taken home.taken home.

Please check folders every day for Please check folders every day for important information & returned important information & returned papers. papers.

Keep homework cover sheet in Keep homework cover sheet in Communication folder at all times. Communication folder at all times.

Classroom Procedures Classroom Procedures & Routines& RoutinesOther RemindersOther Reminders

VERY IMPORTANT: Please let me know if VERY IMPORTANT: Please let me know if your child is going home different way your child is going home different way than usual, & let KidZone know if your than usual, & let KidZone know if your child is not attending that day.child is not attending that day.

Birthdays: Will celebrate in class, no Birthdays: Will celebrate in class, no treats please, send invitations through treats please, send invitations through mail.mail.

Please visit Book Fair in Reading Area this Please visit Book Fair in Reading Area this evening.evening.

Please take clay objects home, but Please take clay objects home, but leave leave stories here.stories here.

IT’S GOING TO BE A IT’S GOING TO BE A GREAT YEAR!GREAT YEAR!

Each child’s educational needs will be met. Each child’s educational needs will be met. I will monitor and adjust our outcomes to I will monitor and adjust our outcomes to meet the needs of each individual child.meet the needs of each individual child.

Please feel free to contact me at any time Please feel free to contact me at any time with any questions, concerns or with any questions, concerns or comments:comments:

ajacks@kyrene.org 480-541-5738 480-541-5738

For handouts: please visit school websiteFor handouts: please visit school website. .

Thank you so much for Thank you so much for coming tonight!coming tonight!

UnityUnity

I dreamed I stood in a studioI dreamed I stood in a studio

and watched the sculptors there.and watched the sculptors there.

The clay they used was a young child’s mind,The clay they used was a young child’s mind,

and they fashioned it with care.and they fashioned it with care.

One was a teacher;One was a teacher;

The tools he used were books, and music, and art. The tools he used were books, and music, and art.

One, a parent with a guiding hand,One, a parent with a guiding hand,

and a gentle, loving heart.and a gentle, loving heart.

Day after day the teacher toiled,Day after day the teacher toiled,

with touch that was deft and sure,with touch that was deft and sure,

while the parents labored by his sidewhile the parents labored by his side

and polished and smoothed it o’erand polished and smoothed it o’er

And when at last their task was done,And when at last their task was done,

They were proud of what they had wrought.They were proud of what they had wrought.

For this thing they had molded in the childFor this thing they had molded in the child

Could neither be sold or bought.Could neither be sold or bought.

And each agreed he would have failedAnd each agreed he would have failed

If he had worked alone,If he had worked alone,

For behind the parent stood the school For behind the parent stood the school

And behind the teacher, the home.And behind the teacher, the home.

  

~Author Unknown~Author Unknown