1:10 - 2:00 Special: Library, Music, Art, Movement (Revolving Schedule)
2:00 - 2:45 Core Extention
2:45 - 3:00 Check S.S. Grammar Assignment
Why Can't I Skip My
Twenty Minutes of Reading Tonight?
Let's figure it out -- mathematically!
Student A reads 20 minutes five nights of every week;
Student B reads only 4 minutes a night...or not at all!
Step 1: Multiply minutes a night x 5 times each week.
Student A reads 20 min. x 5 times a week = 100 mins./week
Student B reads 4 minutes x 5 times a week = 20 minutes
Step 2: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.
Step 3: Multiply minutes a month x 9 months/school year
Student A reads 3600 min. in a school year.
Student B reads 720 min. in a school year.
Student A practices reading the equivalent of ten whole school days a year. Student B gets the equivalent of only two school days of reading practice.
By the end of 6th grade if Student A and Student B maintain
these same reading habits, Student A will have read the equivalent of 60 whole school days Student B will have read the equivalent of only 12 school days.
One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think Student B will feel about him/herself as a student?
Some questions to ponder:
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student would you expect to have a better vocabulary?
Which student would you expect to be more successful in school....and in life?
HOMEWORK
Please initial your child's assignment book nightly to indicate completion of homework.
HOMEWORK WEEK OF 9/12/07
MONDAY
LANGUAGE ARTS: Read 20 minutes
Practice Poem
Practice Spelling
MATH: Simple Solutions Math Lesson # 5
SCIENCE/SOCIAL STUDIES: None
TUESDAY
LANGUAGE ARTS: Read 20 minutes
Practice Poem
Practice Spelling
MATH: Simple Solutions Math Lesson # 6
SCIENCE/SOCIAL STUDIES: None
WEDNESDAY
LANGUAGE ARTS: Read 20 minutes
Practice Poem
SPELLING TEST TODAY
MATH: Simple Solutions Math Lesson # 7
SCIENCE/SOCIAL STUDIES: None
THURSDAY
LANGUAGE ARTS: Read 20 minutes
Practice Poem
Practice Spelling New words come home**See flashcards above for new words)
MATH: Simple Solutions Math Lesson # 8
SCIENCE/SOCIAL STUDIES: None
FRIDAY
LANGUAGE ARTS: Spelling Log and Poem due today
MATH: SIMPLE SOLUTIONS MATH QUIZ TODAY
SCIENCE/SOCIAL STUDIES:
ASSESSMENTS: SPELLING TEST (WEDNESDAY)
SIMPLE SOLUTION GRAMMAR QUIZ (FRIDAY)
SIMPLE SOLUTION MATH QUIZ (FRIDAY)
MATH, SCIENCE AND SOCIAL STUDIES TESTS (CHECK ASSIGNMENT
BOOKS FOR UPCOMING TESTS)
Sept 28 Interim Reports go home
October 11 Parent Teacher Conferences (4:00 to 7:00 sign up at Open House)
October 12 NEOEA Day No School
October 18 Parent Teacher Conferences (4:00 to 7:00 sign up at Open House)
FOUR BLOCKS LITERACY MODEL
The Four-Blocks framework was developed by teachers who believed that to be successful in teaching ALL children to read and write, we were going to have to do it ALL! Doing it all means incorporating on a daily basis the different approaches to reading. The Four-Blocks--Guided Reading, Self Selected Reading, Writing Workshop and Working with Words--represent four different approaches to teaching children to read. Daily instruction in all Four-Blocks provides numerous and varied opportunities for all children to learn to read and write. Doing all Four-Blocks acknowledges that children do not all learn in the same way and provides substantial instruction to support whatever learning personality a child comes with.
The other big difference between children--their different literacy levels--is accomplished by using a variety of formats to make each block as multilevel as possible--providing additional support for children who struggle and additional challenges for children who catch on quickly.
GUIDED READING
During the Guided Reading Block, children are exposed to a wide range of literature, learn and practice comprehension strategies and read with books that become increasingly harder. Children either read from a basal reading textbook, magazine articles, poems, or from multiple copies of trade books for liturature circles. The block begins with a mini-lesson to build or review any background knowledge necessary to read the selection. This block also includes writing and discussion in response to reading.
SELF-SELECTED READING
Self-Selected Reading includes a teacher read-aloud. The teacher reads to the children from a wide range of literature for enjoyment. Next, children read "on their own level" from a variety of books from our classroom library. Our library includes books on themes being studied, many levels of books, old favorites, and new easy predictable books, etc. While the children read, the teacher conferences with and takes anecdotal records on several children each day. Some days the teacher spends part of this block teaching small group instruction. This block usually ends with one or two children sharing their book with the class in a "reader's chair" format or children sharing their book with a partner.
WRITING
The Writing Block is carried out in "Writer's Workshop" fashion. It begins with a mini-lesson (5-10 minutes). The teacher sits at the overhead projector or with a large piece of chart paper. The teacher writes and models all the things writers do (although not all on any one day!). The teacher thinks about -- deciding what to write about and then writes. While writing, the teacher models looking at the word wall for a troublesome word which is there as well as inventing the spelling of a few big words. The teacher also makes a few mistakes relating to the items currently on the editor's checklist. When the piece is finished, the children help the teacher edit the piece for the items on the checklist. Next the children go to their own writing. They are at all different stages of the writing process -- finishing a story, starting a new story, editing, illustrating, etc. While the children write, the teacher conferences with individuals who are getting ready to publish. From 3 to 5 pieces, they choose one to make into a book. This piece is edited with the teacher's help and the child proceeds to publish the book in correct form and finally illustrate the book. This block ends with "author's chair" in which several students each day share work in progress or their published book.
WORKING WITH WORDS
CURSIVE HANDWRITING will also be taught during this block. Please help your child practice their list of spelling words in cursive throughout the week.
Spelling grades will be taken from tests and classwork.
MATH
MONTHLY UNITS (tentative-depending on student progress)
September
(Place value to hundred thousands, Rounding four digit numbers, addition with regrouping to thousands, subtraction with regrouping and subtraction with zeroes)
October
(Counting money, Telling time, Elapsed time, Multiplication 0 - 5)
November
(Multiplication 6-9, Multiplication 10-12, Multiplication with 2, 3 and 4 digits)
December
(Division 0 – 12, Division with remainders, Division with 2 – 3 digit quotients)
January
(Graphing, Probability)
February
(Fractions, Decimals, Multiply by Greater Numbers)
March
(Geometry)
April
(Algebra, Problem Solving, Place Value to Millions)
May
(Measurement)
DIFFERENTIATION IN MATH
Students who demonstrate an understanding of math concepts being studied will have the opportunity to work in small groups or individually on extention activities. These activities include problem solving, challenge worksheets, math games, or computer programs.
Students who struggle with the math concepts being studied will be given time to work with others and with the teacher, individually or in small groups, to review and reinforce math concepts.
SCIENCE
In third grade, science consists of six major units: 1) Science Safey and Measurement 2) Rocks and Soil 3) Men and Women of Science 4) Force and Motion 5) Animals and 6) Health. In science, students will be involved with many hand-on activities and demonstrations, utilize textbooks and tradebooks when appropriate, watch science videos, write in science journals on a regular basis, complete individual and group projects, and participate in computer activities.
SOCIAL STUDIES
My class will have social studies with Mrs. Lewis. The units covered in social studies are citizenship, government, geography, history and economics.
CLASSROOM BEHAVIOR PLAN
In order to guarantee your child, and all the students in our classroom, an enjoyable place to learn, the behavior plan outlined below is followed in our classroom. All students have the right to be in a safe environment in which they are treated with respect, treated fairly, and have an opportunity to learn.
CLASSROOM RULES
TREAT OTHERS WITH KINDNESS IN WORD AND ACTION
LISTEN WHEN THE TEACHER OR ANOTHER STUDENT IS TALKING
WALK QUIETLY IN THE CLASSROOM AND HALLWAY
Behavior Chart
On our classroom chart, each child has a pocket in which a color coded index card is kept. This daily chart records student behavior. The colors represent:
• Yellow ~ Super Citizen
• Red ~ Warning, improper behavior
• Green ~ Last to lunch, make restitution
• Blue ~ Last to lunch, make restitution, student writes note home to be signed
• Orange Card ~ Last to lunch, make restitution, note home to be signed by parent, call home from teacher.
• (extreme behavior issues, such as fighting or stealing are sent directly to the principal)
Awards: Students receive a yellow strip each day a yellow card is earned. Yellow strips can be used to purchase rewards, such as sitting by a friend for a day, buying the teacher’s desk for the day, eating lunch with a friend and the teacher…. Yellow strips can also be earned by working cooperatively, excellent classwork and academic improvement.
Some Favorite Links:
www.funbrain.com This is a great site for math and reading games!
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