Welcome to Third Grade!

Mrs. Beth McGintyMrs. Monica Millevoi

Mr. James WyattMrs. Jillian Appleby

Mrs. Jenn Kepner

Two SculptorsI dreamed I saw a studio

And watched two sculptors there.The clay they used was a child’s mind

And they fashioned it with care.

One was a teacher – the tools he usedWere books, music, and art.

The other; a parent, worked with a guiding hand,And a gentle, loving heart.

Day after day, the teacher toiled with a touchThat was careful, deft, and sure,

While the parent labored by his sideAnd polished and smoother it o’er.

And when at last, their task was done,They were proud of what they had wrought.For the things they had molded into the child

Could neither be sold or bought.

And each agreed they would have failedIf either had worked alone.

For behind the parent stood the schoolAnd behind the teacher, the home. Anonymous

A Day in the life of a third grader ….• 9:00 – 9:20 – Arrival/Unpack/T.C.O.B.

• 9:20 – 10:00 – Power Hour/AE/Science

• 10:00 – 11:15 – Rotation 1

• 11:15 – 11:55 – First Half of Rotation 2

• 11:55 – 12:35 – Special

• 12:35 – 1:05 – Recess

• 1:05 – 1:35 – Lunch

• 1:40 – 2:15 – Second Half of Rotation 2

• 2:15 – 3:30 – 3rd Rotation

• 3:30 – 3:35 – Pack-Up / Dismissal

Rotation ScheduleStudents will rotate through THREE rotations in varying

order throughout the school day.

Rotation 1 - Reading

Rotation 2 – Writing

Rotation 3 – Math

Mr. Wyatt and Mrs. Appleby will teach the Math with Mrs. Kepner, Mrs. McGinty, and Mrs. Millevoi teaching

the Reading and Writing.

3rd Grade Reading ProgramsGood Habits, Great Readers (GR, GH) is a program that is divided into 7 units that reflect the identified habits and attitudes of proficient readers. In this structure, the teacher acts as the expert reader to scaffold the instruction helping students accomplish a reading strategy, skill, or behavior. The seven units of study are:

1. Great readers see themselves as readers.2. Great readers make sense of text.3. Great readers use what they know.4. Great readers understand how stories work.5. Great readers read to learn.6. Great readers monitor and organize ideas and information. 7. Great readers think critically about what they read.

Junior Great Books is a program that brings high-quality literature and student-centered discussion to our classroom while providing a superb framework for practicing reading comprehension, critical thinking, and writing. It allows our students to see themselves as successful learners and thinkers as they develop their cognitive, social, and emotional intelligence.

https://www.youtube.com/watch?v=iHcL0Art3YM

Novels

Reading A – Z books are used for homework every two weeks. Students will be required to read one printed Reading A-Z book every two- weeks. In addition, students are to complete the Bi-Weekly Reading packet that is sent home every two weeks with their Reading A-Z book. Students will take a book quiz as a culminating activity for each Reading A-Z book read throughout the year.

Reading StrategiesC.R.A.F.T. - Do you have the C.R.A.F.T. of a good reader?Having the C.R.A.F.T. of a good reader includes COMPREHENSION, RESPONSE TO TEXT, ACCURACY, FLUENCY, and TEXT ELEMENTS. A reader is said to have the CRAFT when he/she has expertise, knowledge, and proficiency in ALL aspects of reading.

COMPREHENSION – I understand what I read.

RESPONSE TO TEXT – I respond with thought, detail, and evidence.

ACCURACY – I can read and sound our the words when I read.

FLUENCY – I can read accurately, with expression and understand what I read.

TEXT ELEMENTS – I understand and use text elements (features) when I read.

Close ReadingClose reading is a careful and purposeful reading. Well actually, it's

rereading. This type of reading places pays close attention to individual words, syntax, and the order in which sentences and ideas unfold as one

reads.

Notice and Note Signposts

• https://www.youtube.com/watch?v=6SRqZk7WkBI

VocabularySadlier – Vocabulary Workshop is an engaging multimedia program with a systematic approach to direct vocabulary instruction. Its blend of print and multimedia components helps to enrich and support instruction for all learners. You can access the multimedia components by logging onto: http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm

These components include online practice, games, and quizzes. Please note students will be tested on BOTH the spelling and meaning of these words.

GRAMMARGRAMMAR WORKSHOP – explicitly teaches the conventions

of standard English to help students communicate their written ideas with clarity and correctness.

The online, interactive practice, and quizzes help students to reinforce the conventions of standard English. The simple,

systematic three-step lessons on grammar, usage, and mechanics make learning and teaching quick and easy.

Writing WorkshopGrade 3 Units of Study

UNIT 1 - HOW WRITERS WORKTEXT TYPE: NARRATIVE/OPINION

UNIT 2 - AUTHOR STUDY - PATRICIA POLACCOTEXT TYPE: INFORMATIONAL

UNIT 3 - LITERARY NONFICTIONTEXT TYPE: INFORMATIONAL

UNIT 4 - BIOGRAPHYTEXT TYPE – OPINION

UNIT 5 – GRAMMAR

Math in Focus• Chapter 8 - Division• Chapter 9 – Using Bar Models: Multiplication

and Division• Chapter 13 - Bar Graphs and Line Plots • Chapter 17 - Angles and Lines • Chapter 18 - Two - Dimensional Shapes• Chapter 19 - Area and Perimeter • Chapter 16 - Time and Temperature • Chapter 14 - Fractions • Chapter 8 - Division

• Chapter 1 – Place Value with Numbers up to 10,000

• Chapter 2 - Mental Math and Estimation • Chapter 3 - Addition up to 10,000• Chapter 4 - Subtraction up to 10,000 • Chapter 5 - Using Bar Models: Addition

and Subtraction • Chapter 10 - Money • Chapter 6 - Multiplication Tables of 6,7,8,

and 9 • Chapter 7 - Multiplication

Math daily drill homework/IXL is assigned Monday through Thursday. Additional Math in Focus homework

will be assigned as each chapter is learned.

Math in Focus (continued)• Math Journals – Students will be required to complete a Math Journal after

each chapter. Each journal will take the students through several “Read It and Think Steps,” enabling them to solve multi-step word problems.

• Spiraling Review – Students will be asked to complete a set of problems each day in Math class. These problems will vary in content to ensure skills are being practiced throughout the year. Additionally, weekly assessments will track progress and identify need for intervention and/or enrichment.

Math FluencyIt is very important for students to learn their basic math facts so that they become BOTH automatic and fluent. Students should be able to give an answer within two seconds. According to brain research, when a child knows facts fluently, he/she will be able to concentrate on learning new and more difficult math concepts because the math facts are in his/her long term memory.

1st Marking Period: 50 problems in 3 minutes (Addition & Subtraction) 2nd Marking Period: 50 problems in 3 minutes (Addition & Subtraction) 3rd Marking Period: 50 problems in 3 minutes (Addition & Subtraction)

30 problems in 2 minutes (1, 2, 5, and 9 Multiplication Tables)

4th Marking Period 50 problems in 3 minutes30 problems in 2 minutes (ALL Multiplication Tables)

Calendar Math

Calendar Math is a unique addition to our Singapore Math program. It is done each morning and entails previewing, reviewing and practicing key math concepts such as place value, measurement, money, time, and much more. The program is unique in that it is not taught in the traditional method. The students sit together as a class in a more informal environment and talk about the concepts. This format encourages higher level thinking and deeper discussions as a class, which allows the students to become truly engaged and to think about math on a whole different level.

Math (continued)Online Resources

Think CentralYou may access ALL 3rd grade Math in Focus materials through the Think Central website. These materials include our textbooks, our workbook, parent videos, and virtual manipulatives. These manipulatives are very similar to the concrete manipulatives we use in class. You can access Think Central by going to www.thinkcentral.com and then entering the username (first initial, last name) and password (Mathisfun1!) that was sent home on the neon orange sheet in the K.N.I.G.H.T.S. binder.

IXLStudents are encouraged to access IXL at home. IXL makes math lessons fun and interactive, so children build their level of confidence and begin to have a sense of accomplishment. Information on accessing IXL at home will be sent home as soon as we receive information from the District.

Social StudiesSocial Studies Alive - Our Community and BeyondThe Social Studies Alive approach focuses on a more student centered, activity based classroom, where students receive a series of instructional practices that allow students of all abilities to experience key social studies concepts.

You may access the online component of History Alive by going to http://www.teachtci.com/. Your child’s username is first initial last name and their password is ssisfun.

The chapters of study for this school year are:

• Chapter 1 - Where in the World is Our Community?

• Chapter 2 - Where in the U.S.A. is Our Community?

• Chapter 3 - What is the Geography of Our Community?

• Chapter 4 - How do People Become Part of Our Country?

• Chapter 5 - What Makes Our Community Diverse?

• Chapter 6 - How Do People Improve Their Communities?

• Chapter 7 - How Are People Around the World Alike and Different?

• Chapter 8 - How Does Our Economy Work?• Chapter 9 - How Does Global Trade Affect Our

Community?• Chapter 10 - What Are the Public Services in

Our Community?• Chapter 11 - Who Works at City Hall?• Chapter 12 - How Do We Have a Voice in Our

Community?• Chapter 13 - Whose Planet Is It, Anyway?• Chapter 14 - How Can We Help the Global

Community?

K-5 Prevention ProgramToo Good for Drugs - Provides facts about alcohol, tobacco and other drugs—facts that help kids set goals and make good decisions that contribute to their health and well-being. Program lessons and activities give kids skills for managing emotions, communicating effectively, making positive friendships, countering social influences, analyzing media messages and refusing peer pressure.

Too Good for Violence - Teaches strong character-based skills, attitudes and behaviors which in turn helps kids develop skills for conflict resolution, anger management, respect for self and others. It also teaches effective communication. The combination of these skills helps promote their social-emotional intelligence. Program lessons and activities help kids realize that as individuals and as a group, they are too good for bullying and violence, as they gain skills for, and confidence in their ability to interact cooperatively and peacefully.

ScienceFOSS is an inquiry-based Science program which capitalizes on children’s naturally inquisitive nature. Students will guide their own learning through discovery, questions, and hands-on experimentation. The FOSS system is comprised of a series of kits that will teach 3 Science modules.

Module 1: Structures of Life From seeds to Bess beetles and everything in between! Module 2: Earth Materials Properties of rocks and minerals with specific examplesModule 3: Physics of Sound Discriminating between sounds; sounds as different vibrations; sound travel

Module 4: Measurement ~ Metric & Customary

~Please note there is no Science textbook. However, each student will have a Science notebook.

“Show Me the Money” Classroom Management System

The 3rd grade team utilizes, “Show Me the Money” as our grade level classroom management system. Students have the opportunity to be rewarded with a coin stamp two times throughout the school day, once in the morning when I check their homework and then again at the end of the day when each student evaluates his/her behavior. To earn a quarter for homework, students have to have ALL of the previous night’s homework assignments completed as well as have assignment book, reading and math log initialed. Failure to miss one assignment or have one initial missing means no money earned for homework that evening. For behavior, each student starts the day with a quarter and has the opportunity to earn the full quarter’s value at the end of each day. We have four check-ins throughout the school day (before special, after lunch, after break, and at dismissal) where each student has to reflect on their own behavior and decide whether they have earned the quarter or not. Students, who feel they haven’t, record it in their monthly calendar located in the plastic sleeve of their K.N.I.G.H.T.S binder.

Standards Based GradingStandards-based grading ensures that each student’s grade is an accurate indicator of what that student knows and is able to do. All instructional activities in a standards-based classroom are derived from specific learning targets. After presenting new concepts and skills, the teacher designs formative assessments that provide opportunities for practice and feedback, and then summative assessments to measure whether students have reached the learning targets. Academic grades are based solely on these summative assessments. Other factors, such as organization, participation, work completion, and behavior, while essential for student success, are not included in the academic grade; doing so would mean that the academic grade would no longer be an accurate indicator of student achievement.The Four-Level Grading Scale: Instead of receiving points or percentages for each assessment, each student will earn a score that is based upon previously communicated expectations (learning targets). For these assessments, a four-level scale correlates to the following grades and descriptors:4 = Advanced: Demonstrates advanced knowledge and application of the essential academic standards3 = Proficient: Demonstrates proficient knowledge and application of the essential academic standards2 = Needs Improvement: Demonstrates developing knowledge and application of the essential academic standards compromised by a few missing concepts1 = Minimal Understanding: Demonstrates minimal knowledge and application of the essential academic significantly compromised by missing concepts

State & District AssessmentCalendar 2015-2016

State/District

Beginning of Year

Middle of Year

End of Year

CDT District September 16 - 30

January

19th – 29th

DRA District September

4th – 11th

Math

District September

8-9

Date to be determined

Date to be determined

PSSA State April 11-22

Writing District September

8th – 30th

November

16th -24th

February

1st – 12th

Homework• Homework comes home daily.• Homework is checked for completion the following day of school and rewarded

with a quarter stamp if ALL is complete including parent initial/signature in assignment book and reading/math logs.

Communication• E-mail is the fastest way to get in touch with us:

» jwyatt@neshaminy.k12.pa.us» bmcginty@neshaminy.k12.pa.us» mmillevoi@neshaminy.k12.pa.us

• Absence Notes• Please include a note for each absence. • Vacations need to be approved by the office BEFORE the trip.

• Change in Transportation• Notes are needed for ALL changes in transportation.• Parents will need to wait outside until their child exits the building when

walkers/pick-ups are called.

• Please feel free to browse around our rooms and enjoy the student work in the hallway. Thanks so much for

coming!

~Mrs. Beth McGinty~Mrs. Monica Millevoi

~Mr. James Wyatt