Optional Challenge: Due November 10

Room 1 and Room 2 have 58 students in total. 4 students are transferred from Room 1 to Room 2. Now the two rooms have the same number of students. How many students were there in each room before the transfer?

https://drive.google.com/file/d/0B8-gXqit3js-WndidDY3cE90SWR0dTZCLTJlQ3E2ZE92dHJV/view?usp=sharing

Weekly Update: October 31, 2014

In English Language Arts, we formed book clubs to read realistic fiction chapter books. We learned about how a character’s dialogue, actions, and thoughts tell us about his or her feelings. We also wrote about characters' motivations and traits.

In Social Studies, students made their beautiful murals depicting the Wampanoag tribe in the 1600s (see the post below). Students demonstrated the research that they did during this unit and showed excellent teamwork when working in groups. This week, we also started building some context about the Pilgrims in preparation for our trip to Plimoth Plantation.

In Math, we reviewed telling time on an analog clock. Also, we practiced solving problems using elapsed time using a number line (see below). Today, we played “Monster Math” to practice writing numbers in different forms.

In Writing, students are continuing work on their personal narratives. Today in writing, we took a break from our true stories to create some spooky Halloween writing!

Other News: Our class's wonderful artwork is currently on display in the Dallin Lobby! Also, our tie-dye day was a great success. Thank you all for sending in materials. Also, another big thank you to those of you who helped organize or volunteer today!

Wampanoag Seasonal Murals

Spring:

Summer:

Fall:

Winter:

Optional Math Challenge: Due November 3

If you're interested!

https://drive.google.com/file/d/0B8-gXqit3js-dnJEeWwzNXVxNW8wOV93S1IyMU1zeUZ4c3Bn/view?usp=sharing

Classroom Update: October 24, 2014

In English Language Arts, we finished reading Amber Brown Is Not A Crayon. We discussed what we believed to be the climax, or turning point, of the story. We also wrote summaries and compared Amber to the speaker of the poem “Since Hanna Moved Away.”

We attended an assembly today in which we listened to author Nicola Davies discuss her work. Ms. Davies has written several books for children, many of which are nonfiction texts about animals. One animal that she has written about is the blue whale. Students participated in a “chorus” to mimic the sounds that whales make (see video below).

Students are continuing to write their personal narrative stories, setting personal goals for their writing along the way. 

In Word Study this week, we learned about 1-1-1 words. As students learned in school, a 1-1-1 word contains…

• One closed syllable (A syllable with a short vowel, closed off by a consonant at the end, i.e. căt)
• One vowel
• One consonant that closes off the vowel

Examples of 1-1-1 words include "stop," "put," and "drag." Contrastingly, "fake" and "stomp" are not 1-1-1 words because they do not fit the criteria described above (fake has more than one vowel, and the vowel sound is long; stomp has more than one consonant). This concept will resurface in the coming weeks when we learn about the 1-1-1 doubling rule.

         1-1-1 Doubling Rule: When adding a vowel suffix 

         to a 1-1-1 word, double the consonant.

 hop + ing      hopping          tar + ed      tarred

In Math this week, we practiced solving subtraction word problems. We learned about two methods for subtracting: take-away and counting up. Counting up subtraction involves turning the subtraction problem into an addition problem. The graphic below illustrates the difference between these two types of subtraction.

In Social Studies, we began our friezes! Students sketched their seasonal Wampanoag scenes using the research they have collected. On Monday, we will paint the murals.

Upcoming Dates:

• October 30: Dictionary Presentation—Third Graders will attend a presentation on using dictionaries.
• October 31: School Spirit Tie Dye Day -- Please see the email from room parents for more information. Thank you Carole and Jen!

Reminder

Please update information in the PowerSchool Parent Portal if you have not done so already. Thanks!

Optional Math Challenge: Due October 27

Please see the link below if you're interested!

https://drive.google.com/file/d/0B8-gXqit3js-V1l0anVpS25RTTVDRVNpb2x2WUJlV0pEcWs4/view?usp=sharing

Classroom Update: October 17, 2014

In English Language Arts this week, we created story maps for fiction texts. We read the books Verdi and Owl Moon to practice thinking about characters, setting, and conflict. Then, we wrote about these elements of fiction in the context of the text Amber Brown Is Not a Crayon.

In Writing, students are using the steps of the writing process (prewriting, drafting, revising, and editing) to work on their personal narrative writing. Students will publish these pieces after they have made their final edits and revisions. (At that point, we will have our first writers' celebration! Information about this event will be sent out in the coming weeks.)

In Math, we have been working on finding the difference between two numbers. We played a game, solved riddles, and completed word problems related to this concept. We have used number lines to solve such problems. In addition, we have emphasized that there are multiple ways to approach a problem and arrive at the correct solution. For example, consider the following word problem:

The Nature Center has a collection of snakes. The redbelly snake in the collection is 9 inches long. The eastern ribbon snake is 21 inches long. How much longer is the eastern ribbon snake than the redbelly snake?

 

Here are some possible solution methods that emphasize the relationship between addition and subtraction:

In Social Studies, students have begun researching the seasonal life of the Wampanoag tribe. They have read about the jobs, food sources, and homes of the Wampanoag in the 1600s. This research will prepare them for the murals that they will create next Friday.

Notices: If you have not done so already, please complete the following tasks on the Powerschool Parent Portal:

1.       Update information including email address and phone number

2.       Click to indicate that you have reviewed the Arlington Family Handbook

3.       Indicate whether you give the Dallin school permission to use media images of your child

Upcoming Dates:

• October 21: A visitor will be coming to our class to read a version of the Legend of Sleepy Hollow adapted for children. We will complete an activity related to the text to practice the element of fiction of setting. The version of the text that will be used may be found here. If you do not want your child to participate in the activity, please let me know and I will provide them with an alternative assignment. October 21 is also an early release day. 
• October 24: Nicola Davies Author Visit
• October 24 & 27: Wampanoag Murals
• October 31: Dallin Tie-Dye Day

Optional Math Challenge Due October 20

Please see the link below if you're interested!

https://drive.google.com/file/d/0B8-gXqit3js-a0d1eW9DNWRYeWxFcHpPa2E1cnYzNmZqa3dj/view?usp=sharing

Classroom Update: October 10, 2014

In reading, we finished our overview of the eight reading competencies referenced on curriculum night. We will explore these competencies further through our various reading units this year. We have now begun a new unit on realistic fiction. We discussed the characteristics of the genre, as well as the elements of fiction. To exemplify these characteristics, students are reading Amber Brown Is Not a Crayon by Paula Danziger.

In math, we have applied knowledge of place value to answer the question, “How Many Tens?” We have used math manipulatives called “Base Ten Blocks” to illustrate this concept.

 

In writing, students are wrapping up their first personal narrative stories. Next week, students will write a second personal narrative piece. They will use the writing strategies that we have worked on together to complete this piece with greater independence. 

In social studies, we have begun our unit on the Wampanoag tribe. Students applied the reading competency of “Big Ideas” to locate main ideas and supporting details in an informational text about the Wampanoags. Students made posters to represent the big ideas from each chapter of the text. Next week, we will begin researching the seasonal life of the Wampanoags.

On a final note, we welcomed a student teacher to our classroom last week! Ms. Heather, a student from Lesley University, will come to our class once a week through December.

Optional Math Challenge: Due October 14

Please see the following link if you're interested!

https://drive.google.com/file/d/0B8-gXqit3js-bVhLVlFzc2dyZk93ckgtTEJXY1Z6ajBEdU44/view?usp=sharing

Classroom Update: October 3, 2014

In math, we worked on rounding to the nearest ten and hundred. We played a game called “Scoot!” to practice this skill. In addition, we applied knowledge of place value to identify the number of tens in three-digit numbers. Finally, students continued to work on the “Eating Grapes” problem in collaborative problem solving groups.

We wrapped up our current social studies unit on Massachusetts and Arlington landmarks. We began our next unit of study on the Wampanoag tribe. We activated our prior knowledge on this subject by talking about the first Thanksgiving.

In English Language Arts, we concluded our practice of the Finding Evidence competency. We found evidence related to characters, setting, and problems. We also asked the question, “What is the author trying to say here?” Students worked in groups to make claims about the story The Giving Tree. I have recorded students’ evidence for the claim “The Tree is thoughtful” below.

• The Tree gives the Boy apples. She keeps on giving him other things even though he never says thank you.
• The Tree asks nicely if the boy wants to play. She always says, “Come play.”
• The Tree always offers things to the Boy. If the Tree doesn’t have what the Boy wants, she offers something else instead. For example, when the Boy needs money, the tree offers apples.
• “I have no house,” said the tree. “But you may cut off my branches and build a house.”
• She never forgets the Boy. For example, whenever the Boy comes back she’s very happy. It says she “shook with joy.” When he’s away for a while she’s sad.

In writing, students continued drafting personal narratives. One strategy that we reviewed for generating ideas was looking at the work of other writers for inspiration. We read a short story and discussed what the author of the piece did well. Then, we set goals for our own writing. One goal has been to include more juicy words. We learned about thesauruses, synonyms, and antonyms. We used thesauruses to locate juicy words and recorded them on paint chips to demonstrate “shades of meaning.”

Back to School Night Documents

Please see the following link for more documents related to the third grade curriculum:
https://drive.google.com/file/d/0B8-gXqit3js-YVJZM1FqMVVFTm8/view?usp=sharing