This afternoon I presented our mathematicians with a series of numbers statements. I asked the children if they were true or false. This led to some interesting conversations.
3 + 5 = 8
8 = 3 + 5
8 = 8
3 + 5 = 3 + 5
3 + 5 = 5 + 3
3 + 5 = 4 + 4
The children all agreed that the first number sentence is true. The next two were more controversial. Some children thought they were true, others thought they were confusing. This led me to ask the children, "What does = mean?" The most popular answer is the sign you put after an addition sentence (interesting... :o). But a few children answered that = is the "same", or "is". As in 3 + 5 is the same as 8, or
3 + 5 is 8.
We will continue this conversation next week. These conversations will help us all to better understand equations and numbers. You may also begin to recognize the beginnings of algebra!
Friday, December 12, 2008
We are Scientists
Scientists observe using their five senses. Scientists make theories. Scientists ask questions. Room 221 community members were scientists today. In teams of 3 they looked closely at eggs. The children thought about what they could see, touch, feel and hear. Then they used this thinking to develop questions.
In the final minutes, the scientists sat in a circle to discuss their findings. Sadly, our time was cut short (gladly, we got to go to media :o), but a few thoughts came out of our meeting. First of all, the scientists noticed that when shaken the egg made a sound. Some theorized that the yolk inside the egg made the sound. This led to questions (my favorite part :o). Is the yolk the only thing inside the egg? Is it yellow or white? Which is heavier, the white part of the yellow part? Finally, one scientist suggested that the yolk can't fill up the entire egg. If it did, it wouldn't be able to move and therefore wouldn't make a sound.
Ask your scientist what they noticed about their egg today. I can't wait until next week's meeting!
In the final minutes, the scientists sat in a circle to discuss their findings. Sadly, our time was cut short (gladly, we got to go to media :o), but a few thoughts came out of our meeting. First of all, the scientists noticed that when shaken the egg made a sound. Some theorized that the yolk inside the egg made the sound. This led to questions (my favorite part :o). Is the yolk the only thing inside the egg? Is it yellow or white? Which is heavier, the white part of the yellow part? Finally, one scientist suggested that the yolk can't fill up the entire egg. If it did, it wouldn't be able to move and therefore wouldn't make a sound.
Ask your scientist what they noticed about their egg today. I can't wait until next week's meeting!
Monday, December 8, 2008
Combining and Comparing
We have been working on an addition and subtraction unit called Combining and Comparing. We've been focusing on interesting and real problems that involve combining and comparing two or more amounts.
Students will be learning about many different ways to solve addition and subtraction problems. Students will be encouraged to develop more than one way to solve a problem and to use methods that are based on understanding numbers and their relationships. Some of these methods you use in your daily life. We encourage students to develop strategies that make sense to them, that they can use easily and flexibly. For example, on of the first things we did is to compare the age of your family's oldest relative with the age of the oldest person on record (120 years old). Suppose your oldest relative is 83 years old. Your child might find the answer by seeing how many years you must add on to get from 83 to 120. Add 7 to 83 to get to 90, 10 more to get to 100, 20 more to get to 20. Another approach could be to subtract 80 from 120 to get 40, then subtract 3 more to get 37.
The point is for children to find useful and meaningful ways of putting together and taking apart numbers. While our class is working on this unit, you can help in several ways:
*When your child has an assignment to do at home--such as collecting data about the ages of pets and oldest relatives -- offer your help, and ask your child about what he or she is doing in class.
*Ask your child to describe any of the homework problems and tell you about the strategy used to solve it. Communication is an important part of mathematics, and students need to describe their strategies through talking, writing, drawing, or using concrete objects. You can be an important audience.
*You can also share your own ideas. At one point, we will work on the mathematics of "party planning". You might explain how you would figure out how to fit a number of different activities into a two-hour block of time.
An important emphasis in this unit is for students to recognize when and how to apply addition and subtraction and to develop procedures for adding and subtracting that they understand thoroughly and can use confidently. One of the most important things you can do is to show genuine interest in the ways your child solves problems, even if they are different from your own.
Thanks for your help and your interest in your child's mathematics.
Students will be learning about many different ways to solve addition and subtraction problems. Students will be encouraged to develop more than one way to solve a problem and to use methods that are based on understanding numbers and their relationships. Some of these methods you use in your daily life. We encourage students to develop strategies that make sense to them, that they can use easily and flexibly. For example, on of the first things we did is to compare the age of your family's oldest relative with the age of the oldest person on record (120 years old). Suppose your oldest relative is 83 years old. Your child might find the answer by seeing how many years you must add on to get from 83 to 120. Add 7 to 83 to get to 90, 10 more to get to 100, 20 more to get to 20. Another approach could be to subtract 80 from 120 to get 40, then subtract 3 more to get 37.
The point is for children to find useful and meaningful ways of putting together and taking apart numbers. While our class is working on this unit, you can help in several ways:
*When your child has an assignment to do at home--such as collecting data about the ages of pets and oldest relatives -- offer your help, and ask your child about what he or she is doing in class.
*Ask your child to describe any of the homework problems and tell you about the strategy used to solve it. Communication is an important part of mathematics, and students need to describe their strategies through talking, writing, drawing, or using concrete objects. You can be an important audience.
*You can also share your own ideas. At one point, we will work on the mathematics of "party planning". You might explain how you would figure out how to fit a number of different activities into a two-hour block of time.
An important emphasis in this unit is for students to recognize when and how to apply addition and subtraction and to develop procedures for adding and subtracting that they understand thoroughly and can use confidently. One of the most important things you can do is to show genuine interest in the ways your child solves problems, even if they are different from your own.
Thanks for your help and your interest in your child's mathematics.
Wednesday, November 26, 2008
History
Recently, we learned that the English settlers of Needham moved from (present day) Charlestown to Watertown and then on to Dedham in the early 1600s. Yesterday, the children watched a video about the settlers of Jamestown and Plymouth to give them some context regarding life in this area at that time.
This morning, we looked deeper at Plymouth and the history behind the 1620 Harvest Celebration. (No it wasn't called Thanksgiving back then!) The children were fascinated to learn about the differing points of view of the Wampanoag and the English settlers. Plimoth Plantation has an informative, interactive website that we explored. Unfortunately, time ran out and we weren't able to see everything. Please check it out with your third grader when you get a chance. There's lots they can teach you. The website is http://www.plimoth.org/education/olc/index_js2.html.
Happy Thanksgiving! :o)Melanie
This morning, we looked deeper at Plymouth and the history behind the 1620 Harvest Celebration. (No it wasn't called Thanksgiving back then!) The children were fascinated to learn about the differing points of view of the Wampanoag and the English settlers. Plimoth Plantation has an informative, interactive website that we explored. Unfortunately, time ran out and we weren't able to see everything. Please check it out with your third grader when you get a chance. There's lots they can teach you. The website is http://www.plimoth.org/education/olc/index_js2.html.
Happy Thanksgiving! :o)Melanie
Friday, November 21, 2008
Pen Pals
Have you ever had a pen pal? Your children do. They are exchanging letters with Mitchell 3rd graders in Ms. Camelio's class. It was exciting to watch the children's eyes light up as they read their first letters this morning!
We began responding to the letters right away. We get to practice some important writing skills in the process. The children need to consider their audience as they are answering questions and sharing information. They need to TTQA (turn the question around) so that the reader knows what questions they are answering. They will also use paragraphing skills. They will work to keep each subject they write about in its own paragraph. Finally, they will need to edit their letters carefully so that they can be easily read.
Ask your third grader about their new pen pal!
We began responding to the letters right away. We get to practice some important writing skills in the process. The children need to consider their audience as they are answering questions and sharing information. They need to TTQA (turn the question around) so that the reader knows what questions they are answering. They will also use paragraphing skills. They will work to keep each subject they write about in its own paragraph. Finally, they will need to edit their letters carefully so that they can be easily read.
Ask your third grader about their new pen pal!
Thursday, November 20, 2008
Native American Stereotypes
Yesterday morning I asked the children to draw a picture of a Native American. A few of them looked at me funny, but most of the children started to draw immediately. As I predicted, most children drew a human figure wearing animal skins, feathers, and face paint. Many of their figures were also carrying a weapon. I gave them five minutes to draw. As they finished, I asked them to share what they drew. I was so excited when several students raised their hands and told me how uncomfortable they felt with my assignment. "It's a stereotype," they complained. "Exactly," I said.
I showed the children a clip from Disney's Peter Pan, "What Makes the Red Man Red," a horribly stereotypical portrayal of Native Americans. I explained to the children that the images they have from Native Americans come from television, movies and sports logos. The vast majority of these images are stereotypical. I ended by showing the children images of actual Native Americans today. The children were surprised to see "regular" people wearing "regular" clothing just like them.
In Room 221 we try to look at the world and our learning from multiple points of view. We aim to be respectful of all people, from all backgrounds, nationalities and skin color. Recognizing stereotypes is just one way we can move towards our goal.
I showed the children a clip from Disney's Peter Pan, "What Makes the Red Man Red," a horribly stereotypical portrayal of Native Americans. I explained to the children that the images they have from Native Americans come from television, movies and sports logos. The vast majority of these images are stereotypical. I ended by showing the children images of actual Native Americans today. The children were surprised to see "regular" people wearing "regular" clothing just like them.
In Room 221 we try to look at the world and our learning from multiple points of view. We aim to be respectful of all people, from all backgrounds, nationalities and skin color. Recognizing stereotypes is just one way we can move towards our goal.
Wednesday, November 12, 2008
The Schoolhouse
We traveled back in time today! We had a great time being students (and teachers) in the year 1850.
Here's what the day looked like:
*Opening - Children bowed or curtsied to the teacher. We sang America. We reviewed the rules of the school and the thought for the day. When Mistress Sullivan did roll call we answered "present."
*Reading - Each group had different books. They were assigned stories to read, spelling and vocabulary to memorize. Groups were called one at a time to stand with the teacher at the front of the room for a lesson.
*Math - Children used slates and chalk to complete math problems from the board. They showed the problems to the adults in the room to be checked.
*Lunch/Recess - Children sat on the porch and enjoyed their lunches. They were given time to play in the yard out front.
*Penmanship - Children used quills and ink to write in their copybook. They could practice making letters, writing their name, or copying passages.
*Geography Game - The day ended with a fun game. The first child named a place. The second child had to name a place that began with the same letter that the first place ended. Ask your child what letter came up the most.
Thanks to Mrs. Waldman for making the copy books!
Thanks to Mrs. Zalkind for chaperoning our trip!
Here's what the day looked like:
*Opening - Children bowed or curtsied to the teacher. We sang America. We reviewed the rules of the school and the thought for the day. When Mistress Sullivan did roll call we answered "present."
*Reading - Each group had different books. They were assigned stories to read, spelling and vocabulary to memorize. Groups were called one at a time to stand with the teacher at the front of the room for a lesson.
*Math - Children used slates and chalk to complete math problems from the board. They showed the problems to the adults in the room to be checked.
*Lunch/Recess - Children sat on the porch and enjoyed their lunches. They were given time to play in the yard out front.
*Penmanship - Children used quills and ink to write in their copybook. They could practice making letters, writing their name, or copying passages.
*Geography Game - The day ended with a fun game. The first child named a place. The second child had to name a place that began with the same letter that the first place ended. Ask your child what letter came up the most.
Thanks to Mrs. Waldman for making the copy books!
Thanks to Mrs. Zalkind for chaperoning our trip!
Thursday, November 6, 2008
Landmarks in the Hundreds
In mathematics, our class has started a new unit called "Landmarks in the Hundreds." This unit will help your child learn about important numbers like 100 and 1000, that we use to find our way around the number system.
First your child will be working with 100 - an especially important landmark. Then we'll work with multiples of 100, 200, 300, 400, and so on up to 1000. We'll be doing "skip counting" -- that's counting by 2s or 5s or 10s, or any other number. The children will work in class, and sometimes at home, doing problems like this one:
If you count by 2s (2,4,6,8,10,12,14...) you eventually land on 100. What other numbers can you count by that will land you exactly on 100? What numbers don't work? How many 2s did you count to get to 100?
Children have very interesting ways to figure out these problems. You can help by asking your child to tell you how he or she got an answer. There are many ways of doing these problems -- and no single "right" way. What's important for your child to know is how his or her own way works. This is all part of developing good common sense about numbers.
We'll also be doing estimation. I may ask your child to find groups of things around the house that number 100, about 200, about 300, and so forth. You can help in your child's search. Talk about the number of things you both are finding, for example:
What about the nuts in the jar? Do you think that would be close to 100? What about the squares in the ceiling?
Finally, any time that you yourself need to estimate or deal with large numbers, please involve your child. Whether you're buying food, or deciding how many tiles to buy to patch the floor, your child probably has some good ideas about how to go about it.
First your child will be working with 100 - an especially important landmark. Then we'll work with multiples of 100, 200, 300, 400, and so on up to 1000. We'll be doing "skip counting" -- that's counting by 2s or 5s or 10s, or any other number. The children will work in class, and sometimes at home, doing problems like this one:
If you count by 2s (2,4,6,8,10,12,14...) you eventually land on 100. What other numbers can you count by that will land you exactly on 100? What numbers don't work? How many 2s did you count to get to 100?
Children have very interesting ways to figure out these problems. You can help by asking your child to tell you how he or she got an answer. There are many ways of doing these problems -- and no single "right" way. What's important for your child to know is how his or her own way works. This is all part of developing good common sense about numbers.
We'll also be doing estimation. I may ask your child to find groups of things around the house that number 100, about 200, about 300, and so forth. You can help in your child's search. Talk about the number of things you both are finding, for example:
What about the nuts in the jar? Do you think that would be close to 100? What about the squares in the ceiling?
Finally, any time that you yourself need to estimate or deal with large numbers, please involve your child. Whether you're buying food, or deciding how many tiles to buy to patch the floor, your child probably has some good ideas about how to go about it.
Wednesday, October 29, 2008
Timed Addition Quizzes
Hopefully your child came home yesterday with addition flashcards. Next Monday, November 3 we will have our first timed addition quiz. The children should study their flashcards for 5-10 minutes each night. The goal is to know their facts very quickly, even automatically. There are a number of ways children can study:
*look at the card, say the addition fact then say the sum - out loud. Do this 3 times for each card.
*trace number facts in salt, shaving cream or pudding (on a cookie sheet)
*write number facts in the bathtub with suds or tub crayons
*listen to addition rap (You can find in most music or educational stores.)
*make up your own tune to memorize
Often children think they are studying when a family member is quizzing them. Please remind them, they need to study BEFORE they can be quizzed.
As children pass their quizzes within the allotted time, they can move on to the next quiz. (The numbers gradually get higher.) For those children who do not pass, they will take the same quiz again the next Monday. For those who do, they will be studying +1,+2,+3 for the next quiz. (I will give them the new flashcards.)
Although I want children to work hard studying their facts, I do not want this to become very stressful. Please stay positive with your children and encourage them to do their very best.
Please don't hesitate to contact me if you have any questions or concerns.
*look at the card, say the addition fact then say the sum - out loud. Do this 3 times for each card.
*trace number facts in salt, shaving cream or pudding (on a cookie sheet)
*write number facts in the bathtub with suds or tub crayons
*listen to addition rap (You can find in most music or educational stores.)
*make up your own tune to memorize
Often children think they are studying when a family member is quizzing them. Please remind them, they need to study BEFORE they can be quizzed.
As children pass their quizzes within the allotted time, they can move on to the next quiz. (The numbers gradually get higher.) For those children who do not pass, they will take the same quiz again the next Monday. For those who do, they will be studying +1,+2,+3 for the next quiz. (I will give them the new flashcards.)
Although I want children to work hard studying their facts, I do not want this to become very stressful. Please stay positive with your children and encourage them to do their very best.
Please don't hesitate to contact me if you have any questions or concerns.
Monday, October 27, 2008
Africa
This afternoon we saw a wonderful program of Zulu song and dance. The PTC Creative Arts committee brought us "Thula Sizwe: The Group Zulu" from South Africa with generous funding from the NEF.
Because the group is from South Africa, I asked the children to tell what words they think of when they hear the word Africa. Predictably they said:
animals - tigers, snakes, elephants
savannah
flowers (exotic)
straw houses
beading
drums
I told the children that these were stereotypes of Africa. (Thanks to the fifth grader's wonderful assembly Friday, we learned that stereotypes are ideas about a group or place that is overly general. For example, "all doctors are men" is a stereotype. We also learned that stereotypes can hurt people.)I challenged the children to do a little research tonight (nothing extensive) to find out why these are stereotypes. I'll share the results of our next discussion soon.
Because the group is from South Africa, I asked the children to tell what words they think of when they hear the word Africa. Predictably they said:
animals - tigers, snakes, elephants
savannah
flowers (exotic)
straw houses
beading
drums
I told the children that these were stereotypes of Africa. (Thanks to the fifth grader's wonderful assembly Friday, we learned that stereotypes are ideas about a group or place that is overly general. For example, "all doctors are men" is a stereotype. We also learned that stereotypes can hurt people.)I challenged the children to do a little research tonight (nothing extensive) to find out why these are stereotypes. I'll share the results of our next discussion soon.
Friday, October 24, 2008
Place Value
We've been having fun with place value! When we study place value we are learning that the place a digit has in a number affects its value. For example, 7 has a different value in 27 than it does in 72. In 27 the 7 is worth 7. However, in 72, the 7 is worth 70. This is a very important concept for children to understand as we move into more sophisticated math concepts.
We played a great game at Morning Meeting that you can play at home. It's called "Pico, Ferme, Nada." One player thinks of a three digit number (although you can play with as many digits as you'd like). The other player(s) try to guess what the number is. The player who chooses the number tells the guessers if they are right using the words pico, ferme, nada.
Pico means that the digit is in the number and it's in the right place.
Ferme means that the digit is in the number, but it's in a different place (therefore having a different value).
Nada means that the digit is not in the number at all.
For example, the person thinking of the number comes up with 784. They don't tell the other players. The other players start guessing. Perhaps they guess 743.
7 is pico because it's in the right place.
4 is ferme because it's in the number, but in the wrong place.
3 is nada because it's not in the number at all.
The players then use their reasoning skills to make a new guess.
I know this sounds a little complicated, but the kids know how to play. Let them teach you! It's lots of fun. ;o)
We played a great game at Morning Meeting that you can play at home. It's called "Pico, Ferme, Nada." One player thinks of a three digit number (although you can play with as many digits as you'd like). The other player(s) try to guess what the number is. The player who chooses the number tells the guessers if they are right using the words pico, ferme, nada.
Pico means that the digit is in the number and it's in the right place.
Ferme means that the digit is in the number, but it's in a different place (therefore having a different value).
Nada means that the digit is not in the number at all.
For example, the person thinking of the number comes up with 784. They don't tell the other players. The other players start guessing. Perhaps they guess 743.
7 is pico because it's in the right place.
4 is ferme because it's in the number, but in the wrong place.
3 is nada because it's not in the number at all.
The players then use their reasoning skills to make a new guess.
I know this sounds a little complicated, but the kids know how to play. Let them teach you! It's lots of fun. ;o)
Writing Workshop
We are working towards publishing our first personal narrative. The children have been working hard to include many qualities of effective writing in their work. Ask your child if he/she has been:
*Writing a little seed story (NOT a watermelon topic)
*Zooming in so they tell the most important parts of the story
*Including true, exact details from the movie they have made in their mind
*Beginning with a strong lead - perhaps using setting, action or dialogue
*Making a strong ending - perhaps closing with important actions, dialogue or images that tie the story together
This is hard writing work and certainly not all children are in the same place in their progress. My biggest goal for writers at this point in third grade is that their writing is (mostly) clear, it makes sense and that the writers are intentional. When I say intentional, I mean that third grade writers are working to be reflective and think about what they can do to make their writing the best it can be.
I can't wait to share their writing at our conference! :o)Melanie
*Writing a little seed story (NOT a watermelon topic)
*Zooming in so they tell the most important parts of the story
*Including true, exact details from the movie they have made in their mind
*Beginning with a strong lead - perhaps using setting, action or dialogue
*Making a strong ending - perhaps closing with important actions, dialogue or images that tie the story together
This is hard writing work and certainly not all children are in the same place in their progress. My biggest goal for writers at this point in third grade is that their writing is (mostly) clear, it makes sense and that the writers are intentional. When I say intentional, I mean that third grade writers are working to be reflective and think about what they can do to make their writing the best it can be.
I can't wait to share their writing at our conference! :o)Melanie
Friday, October 17, 2008
Opera Presto
Thank you to the PTC Creative Arts Committe and the NEF for bringing us Opera Presto! Today we saw The Magic Flute. It was a wonderful performance. Here's what the children had to say:
It was cool.
It was interesting.
There was different types of music for different characters.
The costumes helped represent the character.
When the Queen of the Night came on there was evil music.
Ask your child how one performer played 4 different characters! Also ask them what they learned about music today.
It was cool.
It was interesting.
There was different types of music for different characters.
The costumes helped represent the character.
When the Queen of the Night came on there was evil music.
Ask your child how one performer played 4 different characters! Also ask them what they learned about music today.
Wednesday, October 15, 2008
Spelling Words
Our spelling program has officially begun. Yesterday children brought home a list of words. This week, the words came from two places. Five of the words are words they chose from a list we provided. They are all words that follow the spelling rule we taught this week. The other five words come from an individualized list. Every day for two weeks the children took a pre-assessment of "trick words". (Most words on the list do not follow phonetic patterns or rules.) The words they were not able to spell correctly were placed on a list called "Words to Learn".
As we've discussed before, all children have strengths and struggles. The children have individualized lists so they can choose words that are "just right" for them. The words should be ones they are close to knowing. (They can't spell them accurately, but their spellings are only off by a few letters.)
We teach children that we should spell correctly out of respect for their readers. "Dictionary" spelling is much easier to read than invented spelling. We want readers to easily read and understand what we're trying to say. Please be sure that your child studies 5-10 minutes each night to help them improve their spelling.
As we've discussed before, all children have strengths and struggles. The children have individualized lists so they can choose words that are "just right" for them. The words should be ones they are close to knowing. (They can't spell them accurately, but their spellings are only off by a few letters.)
We teach children that we should spell correctly out of respect for their readers. "Dictionary" spelling is much easier to read than invented spelling. We want readers to easily read and understand what we're trying to say. Please be sure that your child studies 5-10 minutes each night to help them improve their spelling.
Friday, October 10, 2008
The Hundred Penny Box
Each afternoon at 2:15 the 221 community is gathered on the rug eagerly listening to our latest chapter book. I read aloud a text to the class that I think the children will find engaging, that has a theme I would like to talk about, is a genre I would like them to be exposed to, and is more challenging than most children can read independently. Our latest chapter book was "The Hundred Penny Box" by, Sharon Bell Mathis.
When we finished the book today, the children were quite frustrated with the ending. They felt like they were left hanging, and many children asked if there was a sequel. I acknowledged their feelings and challenged them to reread the book with their families. It has some interesting themes surrounding family dynamics and relationships with elderly, grown children and young children. If you are interested, I am happy to share my copy. Alternatively, I am sure you can find it at the Needham Public Library or your local book store.
Happy reading! :o)Melanie
When we finished the book today, the children were quite frustrated with the ending. They felt like they were left hanging, and many children asked if there was a sequel. I acknowledged their feelings and challenged them to reread the book with their families. It has some interesting themes surrounding family dynamics and relationships with elderly, grown children and young children. If you are interested, I am happy to share my copy. Alternatively, I am sure you can find it at the Needham Public Library or your local book store.
Happy reading! :o)Melanie
Wednesday, October 8, 2008
Guess my Rule
Our overview of third grade math continues with data collection and representation. Today and yesterday we played a game called Guess My Rule. I called people to the front of the class who all had something in common. The children were challenged to figure out what they had in common and invite others to the front who also "followed the rule." Mathematicians look for patterns and that includes finding similarities and differences.
The children took the data we collected during the game and represented it visually. For example, yesterday 11 children were wearing long sleeves and 8 children were wearing short sleeves. Some children showed this data by drawing 11 shirts with long sleeves and 8 shirts with short sleeves. Other children showed the data using a bar graph. It was exciting to see how many ways children could tackle the task.
You can play Guess My Rule at home! Gather a collection of objects. Pull out certain objects that have something in common. The children can guess what your rule is. Better yet, they can choose the rule and you can guess what they are thinking. You can even play this with numbers, book characters, practically anything you can imagine.
Have fun! :o)
The children took the data we collected during the game and represented it visually. For example, yesterday 11 children were wearing long sleeves and 8 children were wearing short sleeves. Some children showed this data by drawing 11 shirts with long sleeves and 8 shirts with short sleeves. Other children showed the data using a bar graph. It was exciting to see how many ways children could tackle the task.
You can play Guess My Rule at home! Gather a collection of objects. Pull out certain objects that have something in common. The children can guess what your rule is. Better yet, they can choose the rule and you can guess what they are thinking. You can even play this with numbers, book characters, practically anything you can imagine.
Have fun! :o)
Monday, October 6, 2008
Mathematical Thinking
We have been working on a unit called Mathematical Thinking at Grade 3. This unit will help your child get used to solving problems that take considerable time, thought and discussion. While solving these problems, your child will be using materials like pattern blocks, cubes and calculators, and will be writing, drawing and talking about how to do the problems. Emphasis during this unit will be on thinking hard and reasoning carefully to solve mathematical problems.
During this unit your child will explore even and odd numbers, create symmetrical designs, look for number patterns and combine and compare different amounts of money or handfuls of objects. The class will also collect and organize information about themselves as a group - we call this working with data.
While our class is working on this unit and throughout the year, you can help in several ways:
*Your child will have assignments to work on at home. Sometimes he or she will require your participation. For example, your child brought home a game called Plus-Minus-Stay the Same. He/she should have taught you how to play. Later in the unit, your child will be figuring out ways to make $1.00 and will be asking to count the change in your pocket or purse.
*Often children will work out number problems by using real objects. So when they are working at home, it would help them to have a large collection of objects for counting, such as beans, buttons, or pennies.
*In class, students made a set of Addition Cards. You will probably recognize these as addition facts, although we call them combinations. Your child is working to memorize these facts. The goal is for each child to develop effective strategies for combining numbers. For example, one strategy a child might use is:
"What's 6 + 7? Well, I know 6 + 6 = 12, and 6 + 7 is one more than that, so it's
13." You can help with these combinations by listening to your child's strategies or sharing ones that you use. Soon I will send home more information about memorizing number facts at home.
During this unit your child will explore even and odd numbers, create symmetrical designs, look for number patterns and combine and compare different amounts of money or handfuls of objects. The class will also collect and organize information about themselves as a group - we call this working with data.
While our class is working on this unit and throughout the year, you can help in several ways:
*Your child will have assignments to work on at home. Sometimes he or she will require your participation. For example, your child brought home a game called Plus-Minus-Stay the Same. He/she should have taught you how to play. Later in the unit, your child will be figuring out ways to make $1.00 and will be asking to count the change in your pocket or purse.
*Often children will work out number problems by using real objects. So when they are working at home, it would help them to have a large collection of objects for counting, such as beans, buttons, or pennies.
*In class, students made a set of Addition Cards. You will probably recognize these as addition facts, although we call them combinations. Your child is working to memorize these facts. The goal is for each child to develop effective strategies for combining numbers. For example, one strategy a child might use is:
"What's 6 + 7? Well, I know 6 + 6 = 12, and 6 + 7 is one more than that, so it's
13." You can help with these combinations by listening to your child's strategies or sharing ones that you use. Soon I will send home more information about memorizing number facts at home.
Thursday, October 2, 2008
Second Step
This is a busy time for children who are learning many new skills in school. They are reading chapter books, writing stories, using graphs or starting to play a musical instrument. These are all important skills for children to learn.
Another area of learning that requires specific skills is social-emotional learning. These important skills are often overlooked. This is the realm where children learn how to understand and manage their feelings, how to make friends and be a friend, and how to solve social problems. Learning takes place throughout the day -- in the classroom, on the playground, and at home. Children learn by watching and listening to how teachers, family members and friends interact with one another.
We will be using a program called Second Step to help us think about, develop, and practice positive social skills. Research tells us that children who learn and use these skills are more likely to get along with others and do better in school.
The Second Step program is divided into three units:
*Unit I: Empathy Training. Children learn about feelings and ways to show understanding and caring toward others.
*Unit II: Impulse Control and Problem Solving. Children learn new ways to solve problems and practice skills such as calming down, apologizing, interrupting politely, and making new friends.
*Unit III: Anger Management. Children learn to manage their anger in ways that do not hurt others.
Incorporating photographs and videos of children in everyday situations, Second Step lessons introduce and teach all the above skills. All students are given the chance to practice the skills they're learning through role-playing, an important part of Second Step lessons.
Families play a crucial role in the success of the Second Step program. You will be receiving letters about what your child is learning at school and what you can do at home to help him or her understand and practice the new skills. Please feel free to come and observe one of our Second Step lessons, and if you have any questions, be sure to ask. I would be delighted to hear from you.
Another area of learning that requires specific skills is social-emotional learning. These important skills are often overlooked. This is the realm where children learn how to understand and manage their feelings, how to make friends and be a friend, and how to solve social problems. Learning takes place throughout the day -- in the classroom, on the playground, and at home. Children learn by watching and listening to how teachers, family members and friends interact with one another.
We will be using a program called Second Step to help us think about, develop, and practice positive social skills. Research tells us that children who learn and use these skills are more likely to get along with others and do better in school.
The Second Step program is divided into three units:
*Unit I: Empathy Training. Children learn about feelings and ways to show understanding and caring toward others.
*Unit II: Impulse Control and Problem Solving. Children learn new ways to solve problems and practice skills such as calming down, apologizing, interrupting politely, and making new friends.
*Unit III: Anger Management. Children learn to manage their anger in ways that do not hurt others.
Incorporating photographs and videos of children in everyday situations, Second Step lessons introduce and teach all the above skills. All students are given the chance to practice the skills they're learning through role-playing, an important part of Second Step lessons.
Families play a crucial role in the success of the Second Step program. You will be receiving letters about what your child is learning at school and what you can do at home to help him or her understand and practice the new skills. Please feel free to come and observe one of our Second Step lessons, and if you have any questions, be sure to ask. I would be delighted to hear from you.
Tuesday, September 23, 2008
Assignment Notebooks
It was an exciting day in third grade! The children received their assignment notebooks. This is a big jump in terms of their responsibility. Each day, children should fill out their assignment notebook with that day's assignment. (It will be posted on the smartboard for them to copy.) When they return home in the afternoon, they should open to the correct page (it will be marked with a sticky note so it's easy to keep track). They should read their assignment notebook before completing any homework.
We also talked about being responsible about returning the assignment notebook each day. I suggested to the kids that they should put their assignment notebook in their backpack immediately after completing their homework. At the same time, they should put their homework back in their folder and their folder in their backpack. That way, the next morning they will be ready to go!
Please let me know if you have any questions or concerns regarding the assignment notebook.
We also talked about being responsible about returning the assignment notebook each day. I suggested to the kids that they should put their assignment notebook in their backpack immediately after completing their homework. At the same time, they should put their homework back in their folder and their folder in their backpack. That way, the next morning they will be ready to go!
Please let me know if you have any questions or concerns regarding the assignment notebook.
Time for Kids
Time for Kids is a wonderful, weekly magazine written for kids. We will spend time each Tuesday reading parts of it together. The children will bring it home to share with you. You may want to share with them similar stories that you have read in magazines or the newspaper. You can also check out www.timeforkids.com for supplements to their weekly articles.
This week the company did not send us the proper number of magazines. Therefore I made extra photocopies to be sure that each child could bring one home. If the company makes that mistake again, I will be sure to call the company to rectify the situation.
Have fun reading together! :o)Melanie
This week the company did not send us the proper number of magazines. Therefore I made extra photocopies to be sure that each child could bring one home. If the company makes that mistake again, I will be sure to call the company to rectify the situation.
Have fun reading together! :o)Melanie
Thursday, September 18, 2008
Patterns on the Hundred Chart
As we played a game on the hundred chart called "Plus, Minus, Stay the Same" the children have discovered a pattern that can help them as mathematicians. As you travel down a column on the hundred chart, the digit in the ones place stays the same, but the digit in the tens place increases by one. We practiced this pattern counting by tens starting with different numbers. We can count 7, 17, 27, 37, 47, etc... Or going backwards 92, 82, 72, 62, etc...
Although it's wonderful to find patterns, it's important to understand WHY they work and how they can help us. We had an interesting conversation about the why. With a little bit of debate, the children realized that the pattern works because you aren't adding any ones, you're just adding a ten each time you go down a column. It can help us add numbers quickly. For example, I can solve 42 + 14. If I know 14=10 + 4, I can add 10 + 42. Using our pattern, I quickly know the answer is 52. The final sum is 56 because 52 + 4 (leftover from the 14) is 56.
Talk about it with your children at home! :o)
Although it's wonderful to find patterns, it's important to understand WHY they work and how they can help us. We had an interesting conversation about the why. With a little bit of debate, the children realized that the pattern works because you aren't adding any ones, you're just adding a ten each time you go down a column. It can help us add numbers quickly. For example, I can solve 42 + 14. If I know 14=10 + 4, I can add 10 + 42. Using our pattern, I quickly know the answer is 52. The final sum is 56 because 52 + 4 (leftover from the 14) is 56.
Talk about it with your children at home! :o)
Friday, September 12, 2008
Curriculum Night
Thank you so much to all who were able to join us last night. It was truly a pleasure meeting and working with all of you. Please don't hesitate to contact me with any questions you may have. I look forward to a wonderful year together.
Wednesday, September 10, 2008
I am From... poems
Proud poets in 221 have begun "I am from..." poems. We began by hearing some model poems from last year's third grade class.
Next, we got ready to brainstorm what might go in our own poems. I shared with the children the kinds of things that might go in my poem. We thought about: items found around our homes, items found in our yards, items found in the neighborhoods, names of special relatives, sayings, or names of special foods and dishes. The kids thought of other important special things that didn't fall into these categories. Finally, we turned our brainstorms into poems. We added significant and precise details, we paid attention to sound and feeling. Soon they will be hung on the closet doors attached to the unique self portraits we will create.
These poems give children the chance to share who they are. We all have different experiences, memories, and traditions that make us who we are. Each person's is different. It can depend on our culture, our religion, the color of our skin, where we grew up, or just the personalities of our family members. Ask your child about their poem. Ask them to share about their experience trying to think of what to share. You can even share your own special memories from your own childhood. Maybe even challenge yourself to write a poem.
Next, we got ready to brainstorm what might go in our own poems. I shared with the children the kinds of things that might go in my poem. We thought about: items found around our homes, items found in our yards, items found in the neighborhoods, names of special relatives, sayings, or names of special foods and dishes. The kids thought of other important special things that didn't fall into these categories. Finally, we turned our brainstorms into poems. We added significant and precise details, we paid attention to sound and feeling. Soon they will be hung on the closet doors attached to the unique self portraits we will create.
These poems give children the chance to share who they are. We all have different experiences, memories, and traditions that make us who we are. Each person's is different. It can depend on our culture, our religion, the color of our skin, where we grew up, or just the personalities of our family members. Ask your child about their poem. Ask them to share about their experience trying to think of what to share. You can even share your own special memories from your own childhood. Maybe even challenge yourself to write a poem.
Thursday, September 4, 2008
Guided Discovery
In Room 221 we learn about our supplies and routines through guided discoveries. A guided discovery is a short, interactive lesson where we practice and discuss how we can take care of each other, ourselves and our materials. Although guided discoveries take up a lot of our time at the beginning of the year, it really helps set the stage for a year of respect, caring and learning. They will help make our jobs easier as the year goes on. This afternoon we did a guided discovery with crayons.
First I gave the children bowls of older crayons to share. They were asked to use the crayons in three different ways. Third grade artists immediately and enthusiastically got right to work with a quiet buzz. I watched in awe as their creations unfolded. After discussing, we realized that there are a tremendous number of things we can do with crayons. We can:
*draw lots of things
*draw an outline
*color in
*color dark, light or medium
*write lightly, color over it, and it looks darker
*mix colors
*do rubbings
*shade
*smudge
*doodle
*create straight, curved or zig-zag lines
*draw borders
*create designs
The children practiced these techniques by designing a name tag for their cubbies. (You can see their creation when you come for Curriculum Night on September 11.)
Finally, the community discussed how we take care of ourselves, eachother and the crayons while we are working. The children will remember to share. They might use words like, "May I use that?" "Of course." "When I'm done with it." They will also use crayons gently and clean up after themselves. Ask your child what they will do when they are using crayons.
First I gave the children bowls of older crayons to share. They were asked to use the crayons in three different ways. Third grade artists immediately and enthusiastically got right to work with a quiet buzz. I watched in awe as their creations unfolded. After discussing, we realized that there are a tremendous number of things we can do with crayons. We can:
*draw lots of things
*draw an outline
*color in
*color dark, light or medium
*write lightly, color over it, and it looks darker
*mix colors
*do rubbings
*shade
*smudge
*doodle
*create straight, curved or zig-zag lines
*draw borders
*create designs
The children practiced these techniques by designing a name tag for their cubbies. (You can see their creation when you come for Curriculum Night on September 11.)
Finally, the community discussed how we take care of ourselves, eachother and the crayons while we are working. The children will remember to share. They might use words like, "May I use that?" "Of course." "When I'm done with it." They will also use crayons gently and clean up after themselves. Ask your child what they will do when they are using crayons.
Bathrooms
Your third grader may have come home today and told you that they visited a bathroom they don't normally visit. Yes, the girls went in the boys' room and the boys went in the girls' room. Don't worry, it was all completely supervised and we first made sure nobody was using them. It was all in an effort to review expectations and take the mystery away. The children handled it beautifully. Sure, there were giggles during the visits, but when we sat down to discuss it they came together nicely.
Monday, June 16, 2008
Take Down the Walls
We're still looking for volunteers to help us out on Wednesday morning 9:00-10:00ish. Please let us know if you are available. :o)Melanie
Thursday, June 12, 2008
And Then What Happened Paul Revere?
A great way to introduce your children to American History is through books by Jean Fritz. Ms. Barry just read the kids "And Then What Happened Paul Revere?" which taught them famous and not so famous facts about the silversmith's life. If your child enjoyed the book he/she may enjoy some of Jean Fritz's others:
"Can't You Make Them Behave King George?"
"Ssh! We're Writing the Constitution"
"Will You Sign Here, John Hancock?"
"What's the Big Idea, Ben Franklin?"
"Why Don't You Get a Horse, Sam Adams?"
Check them out at the library this summer!
"Can't You Make Them Behave King George?"
"Ssh! We're Writing the Constitution"
"Will You Sign Here, John Hancock?"
"What's the Big Idea, Ben Franklin?"
"Why Don't You Get a Horse, Sam Adams?"
Check them out at the library this summer!
Friday, June 6, 2008
State Projects
I know the children have been working hard at home to complete their diorama and paragraphs. At the same time, they have been working hard in school to learn all about their states.
Today they received a checklist to help them keep track of their work. They are working to:
*read and complete a research sheet (to collect information about their state)
*write a paragraph with a topic sentence and several details to support it
*draw pictures of their state flower, state bird or animal, and state tree
*list 5 interesting facts about their state
*draw and color their state flag
Ask them questions at home about how things are going. I assure you they are all working hard!
P.S. Ask them what we reviewed about capitalizing proper nouns!
Today they received a checklist to help them keep track of their work. They are working to:
*read and complete a research sheet (to collect information about their state)
*write a paragraph with a topic sentence and several details to support it
*draw pictures of their state flower, state bird or animal, and state tree
*list 5 interesting facts about their state
*draw and color their state flag
Ask them questions at home about how things are going. I assure you they are all working hard!
P.S. Ask them what we reviewed about capitalizing proper nouns!
Help!
The end is near! There is so much to do!!!!! As we work to bring closure to this year filled with learning, friendships and fun, members of the Room 221 community will be writing compliments to each other. Each child will receive a page of personalized compliments written by each classmate.
In order to make this happen, I need some help! We will be writing the compliments next Friday afternoon. I'm hoping to send them home with some children on Friday so that volunteers might be able to type them and e-mail them back to me by Monday morning. It shouldn't take more than an hour or so if you are accustomed to typing.
Please let me know if you'll be able to help. Thanks in advance! :o)Melanie
In order to make this happen, I need some help! We will be writing the compliments next Friday afternoon. I'm hoping to send them home with some children on Friday so that volunteers might be able to type them and e-mail them back to me by Monday morning. It shouldn't take more than an hour or so if you are accustomed to typing.
Please let me know if you'll be able to help. Thanks in advance! :o)Melanie
Tuesday, June 3, 2008
A Wrinkle in Time
As you may have heard, Miss Barry and I have been reading Madeline L'Engle's "A Wrinkle in Time" to the class each afternoon. On Thursday, the suspense was relieved as we completed the final chapter. As a special treat we were able to watch the movie on Friday afternoon.
Most children really enjoy this science fiction novel. They may be interested in hearing the rest of the series which includes:
"A Wind in the Door," "Many Waters," and a "Swiftly Tilting Planet."
*Many children want to run to the library and start reading these books to themselves. They insist that they aren't too hard. However, I have promised the children that at this time, they are too hard for EVERYBODY in our community. They are Level U. Please help your child out by reading them together.
Most children really enjoy this science fiction novel. They may be interested in hearing the rest of the series which includes:
"A Wind in the Door," "Many Waters," and a "Swiftly Tilting Planet."
*Many children want to run to the library and start reading these books to themselves. They insist that they aren't too hard. However, I have promised the children that at this time, they are too hard for EVERYBODY in our community. They are Level U. Please help your child out by reading them together.
Measurement
We dove back into measurement this morning. Children began rotating through five different measurement stations exploring capacity, weight and linear measurement. As the magnificent measurers were working, they were asked to periodically stop, think and write about their thinking. They could write what they were wondering, thinking or noticing. Ask your child what they discovered today!
State Projects
Excitement is in the air as we prepare for the state fair on Monday, June 16. The children are researching their state in school. As they finish their information gathering, they are beginning to write a paragraph that teaches about their state.
At home, children should be researching one special feature of their state. As stated on the assignment sheet, it can be a landmark, landform, or any special attraction. The paragraph children write at home should focus completely on their diorama.
We can't wait to see you on the 16th!
At home, children should be researching one special feature of their state. As stated on the assignment sheet, it can be a landmark, landform, or any special attraction. The paragraph children write at home should focus completely on their diorama.
We can't wait to see you on the 16th!
Thursday, May 22, 2008
Fiction
The most exciting Writing Workshop unit has begun. The children have been waiting for it all year. It's FICTION!
The children have created their own characters and have reflected on the internal and external characteristics of those characters. We've learned the importance of making choices that make sense or are connected to the story they plan to write. For example, I chose to make my character brave. I made this decision because she gets lost in an amusement park, so bravery would be a good characteristic for her to have. Ask your child about the character that they have created.
Yesterday, we began planning the plot of our stories using story mountains. We have learned during Reading Workshop that most stories have an initiating event (when the problem is introduced) a climax, and a conclusion. The children are using their story mountain to help them build action until it reaches a climax and finally a conclusion. This advance planning should help them to write a cohesive, logical and exciting story. Ask your child to describe the plot of their story.
Happy writing! :o)Melanie
The children have created their own characters and have reflected on the internal and external characteristics of those characters. We've learned the importance of making choices that make sense or are connected to the story they plan to write. For example, I chose to make my character brave. I made this decision because she gets lost in an amusement park, so bravery would be a good characteristic for her to have. Ask your child about the character that they have created.
Yesterday, we began planning the plot of our stories using story mountains. We have learned during Reading Workshop that most stories have an initiating event (when the problem is introduced) a climax, and a conclusion. The children are using their story mountain to help them build action until it reaches a climax and finally a conclusion. This advance planning should help them to write a cohesive, logical and exciting story. Ask your child to describe the plot of their story.
Happy writing! :o)Melanie
Thursday, May 15, 2008
Math
You may have noticed that over the last several weeks we zipped through much of measurement and geometry. As you probably know, that's not my usual style of teaching. As the Math MCAS was approaching quickly, I wanted the children to at least have familiarity with the third grade concepts in each topic. Now that we have completed the MCAS for third grade, we will be revisiting the concepts we've breezed through and look at them more thoroughly. I'm looking forward to facilitating some fun, exploratory, hands-on learning experiences.
We began yesterday with a geometric scavenger hunt of the school and playground. You can use the hunt at home as well! Look for it in your child's folder this afternoon. Happy hunting! :o)
We began yesterday with a geometric scavenger hunt of the school and playground. You can use the hunt at home as well! Look for it in your child's folder this afternoon. Happy hunting! :o)
Tuesday, May 13, 2008
The Reason For Seasons
Yesterday, we learned about the affects of the Earth's movement around the sun. As we read, discussed and moved our bodies, we began to understand that the Northern Hemisphere and Southern Hemisphere are tipped towards the sun during opposite parts of the year. This creates the seasons. The parts of the world closest to the equator aren't affected as much by the tilt of the earth so their climate stays more constant.
This knowledge will help us as we try to answer our essential question:
"How do the locations of continents on Earth affect the way people live?"
You can read further with your child in "The Reason for Seasons" by, Gail Gibbons.
This knowledge will help us as we try to answer our essential question:
"How do the locations of continents on Earth affect the way people live?"
You can read further with your child in "The Reason for Seasons" by, Gail Gibbons.
Friday, May 9, 2008
Discovery Room
Many thanks to the Science Center! We had a wonderful time exploring the mini-museum they have created for us in the basement of the Newman School. Look for the worksheet children completed as they discovered throughout the room. Pay special attention to information about our two science units - dinosaurs and energy. :o)M
Monday, April 28, 2008
R Controlled Vowels
In word study we have been learning about r-controlled vowels.
*When a vowel is followed by an -r, the -r controls the vowel sound (scar, fern, twirl, porch, burn).
There are two exceptions:
*When a vowel is followed by 2 r, the vowel sound is usually short (berry, hurry).
*When -ar and -or are at the end of a multisyllabic word, they usually say /er/.
R-controlled vowels are very tricky. The children often have to depend on the way a word looks to determine if it is spelled right.
*When a vowel is followed by an -r, the -r controls the vowel sound (scar, fern, twirl, porch, burn).
There are two exceptions:
*When a vowel is followed by 2 r, the vowel sound is usually short (berry, hurry).
*When -ar and -or are at the end of a multisyllabic word, they usually say /er/.
R-controlled vowels are very tricky. The children often have to depend on the way a word looks to determine if it is spelled right.
Measurement Conversions
The children learned three basic conversions for customary measurement.
1. 12 inches = 1 foot
2. 3 feet = 1 yard
3. 36 inches = 1 yard
Once they were armed with this information, they were asked to use it. (This part got a little tricky.) If we know there are 12 inches in 1 foot, then we can figure out how many inches are in many feet. Similarly, if we know there are 3 feet in 1 yard, we can figure out how many feet (or inches) are in many yards.
We found it easiest to use a table:
feet 1 2 3
inches 12 24 36
You can practice problems like these at home. Use the table to help!
37 inches = _______ ft. ________ in.
4 ft. 6 in. = _________ in.
1. 12 inches = 1 foot
2. 3 feet = 1 yard
3. 36 inches = 1 yard
Once they were armed with this information, they were asked to use it. (This part got a little tricky.) If we know there are 12 inches in 1 foot, then we can figure out how many inches are in many feet. Similarly, if we know there are 3 feet in 1 yard, we can figure out how many feet (or inches) are in many yards.
We found it easiest to use a table:
feet 1 2 3
inches 12 24 36
You can practice problems like these at home. Use the table to help!
37 inches = _______ ft. ________ in.
4 ft. 6 in. = _________ in.
Tuesday, April 15, 2008
Measurement
We started out measuring distance with "giant steps" and "baby steps." As we organized our data on a line plot, we realized that although we were measuring the same amount of space, our numbers were very different. Through this experience and reading the story "How Big is a Foot?" we began to understand the importance of standard measurement.
Today we practiced measuring things to the nearest inch, 1/2 inch and 1/4 inch. It's important to remember to line the measuring tool up carefully with the edge of what you're measuring. We also practiced identifying those small lines that indicate fractions of an inch. As our unit continues we will investigate and practice with other units of measure.
The more experience with measurement that children get at school and at home, the better. Encourage your child to estimate and measure distances. Typical questions that might come up at home include these:
How far is it across our kitchen table - and can we really reach that far?
How many children can sit comfortably on our couch? How many adults?
Will that extra bookcase really fit in the kids' bedroom?
These are good questions, and they're also very practical ones! Measurement questions come up a lot in our home lives, and it's exciting for children to be involved with real-world issues.
Here's how you can help during this unit:
Listen to your child's strategies for measuring.
Involve your child in your own measurement activities - hobbies like sewing or carpentry are a natural for this.
Work together on the measurement activities your child brings home.
Happy measuring!
Today we practiced measuring things to the nearest inch, 1/2 inch and 1/4 inch. It's important to remember to line the measuring tool up carefully with the edge of what you're measuring. We also practiced identifying those small lines that indicate fractions of an inch. As our unit continues we will investigate and practice with other units of measure.
The more experience with measurement that children get at school and at home, the better. Encourage your child to estimate and measure distances. Typical questions that might come up at home include these:
How far is it across our kitchen table - and can we really reach that far?
How many children can sit comfortably on our couch? How many adults?
Will that extra bookcase really fit in the kids' bedroom?
These are good questions, and they're also very practical ones! Measurement questions come up a lot in our home lives, and it's exciting for children to be involved with real-world issues.
Here's how you can help during this unit:
Listen to your child's strategies for measuring.
Involve your child in your own measurement activities - hobbies like sewing or carpentry are a natural for this.
Work together on the measurement activities your child brings home.
Happy measuring!
Wednesday, April 9, 2008
Feature Articles
Lately, we have been visiting the computer lab to develop our feature articles. Our amazing authors have researched a topic of their choice. They have chosen 3 or 4 subtopics and are writing a paragraph (with a topic sentence) about each. Mrs. Martell has taught us how to format our articles with columns and find appropriate pictures on the internet. We can't wait to share our finished products! :o)
Tuesday, April 8, 2008
Fraction Wrap Up
Today we talked about fractions as part of sets. (A set is a fancy name for 'group'.) You can figure out fractions with groups of things just like you can make fractions out of a whole. For example, if you have a group of 12 crayons and 5 of them are red, then 5/12 of the crayons are red. The children understood this pretty quickly.
The next step is trickier. We found fractional parts of a set. This is similar to the fractions we've been studying. I reminded the children that when we divide a rectangle into fourths, we divide it into four equal parts. Its the same with a group of things. For example, if you have 9 books and you want to take 1/3 of them, you would split the 9 into 3 equal parts. This of course is division, so to solve it you would divide 9 by 3.
Happy dividing! :o)
The next step is trickier. We found fractional parts of a set. This is similar to the fractions we've been studying. I reminded the children that when we divide a rectangle into fourths, we divide it into four equal parts. Its the same with a group of things. For example, if you have 9 books and you want to take 1/3 of them, you would split the 9 into 3 equal parts. This of course is division, so to solve it you would divide 9 by 3.
Happy dividing! :o)
Friday, March 28, 2008
Wrapping Up Folk Tales
Thanks to Mrs. Lagace for helping us learn about the seven different kinds of folktales! There are Ladder Tales, Beast Stories, Noodlehead Stories, Pourquoi Tales, Trickster Stories, Fairy Tales and Tall Tales. After reading a tale, the children discussed the characteristics of that particular tale. In writing, the children would individually respond to the question, "Write an explanation of how you decided what kind of Folk Tale you read. Use details from the story and the definition chart to explain your answer." Throughout the unit children practiced including information from the definition as well as examples from the text to make their answers thorough.
Today we will write about our favorite Folk Tales. Ask your child this weekend which they enjoyed the most! :o)
Today we will write about our favorite Folk Tales. Ask your child this weekend which they enjoyed the most! :o)
Monday, March 24, 2008
Fact and Opinion
As we read and write non-fiction texts, (we are still plugging away at our feature articles) it's important for children to know the difference between facts and opinions.
A fact can be proven or checked. For example, "The necklace has 13 stones on it," is a fact because the number of stones can be checked by counting.
An opinion can have different answers from different people. It can not be checked or proven. For example, "The necklace is beautiful," can not be checked. I might think it's beautiful, somebody else might think it's horrid. One person's answer can not be proven true.
Challenge your child to distinguish between facts and opinions while you're eating breakfast together tomorrow morning! It can be fun! :o)
A fact can be proven or checked. For example, "The necklace has 13 stones on it," is a fact because the number of stones can be checked by counting.
An opinion can have different answers from different people. It can not be checked or proven. For example, "The necklace is beautiful," can not be checked. I might think it's beautiful, somebody else might think it's horrid. One person's answer can not be proven true.
Challenge your child to distinguish between facts and opinions while you're eating breakfast together tomorrow morning! It can be fun! :o)
Mixed Numbers
Last Thursday, the children were presented with a problem. They were given 7 (paper) brownies and asked how they might share them with 4 people. My favorite part of the task is the different ways children solved it. We ended up with "3" answers.
1. 7/4
2. 1 + 1/2 + 1/4
3. 1 3/4
As you may have guessed, these answers are actually the same - they are all equivalent to 1 3/4. This will help guide us into our exploration of equivalent fractions later in the week.
Today, we explored mixed numbers. A mixed number is a whole (or many wholes) and then a fraction more. 2 1/2, 3 4/5, 1 7/10 are all mixed numbers. The children will continue to problem solve different ways to share brownies with different numbers of people. They are sure to end up with more mixed numbers.
You can use this language when you find fractions at home!
1. 7/4
2. 1 + 1/2 + 1/4
3. 1 3/4
As you may have guessed, these answers are actually the same - they are all equivalent to 1 3/4. This will help guide us into our exploration of equivalent fractions later in the week.
Today, we explored mixed numbers. A mixed number is a whole (or many wholes) and then a fraction more. 2 1/2, 3 4/5, 1 7/10 are all mixed numbers. The children will continue to problem solve different ways to share brownies with different numbers of people. They are sure to end up with more mixed numbers.
You can use this language when you find fractions at home!
Thanks so much!
Thanks so much for the healthy and delicious snacks that are being sent in. It's a real treat for the kids (makes MCAS a lot easier to "swallow" :o) and they give their brain a good boost before they get down to work.
We began with the practice test today. The official test will begin on Wednesday at 9:00 a.m. Please wish your children luck, but remind them just to do their best and work hard. They will be great!
We began with the practice test today. The official test will begin on Wednesday at 9:00 a.m. Please wish your children luck, but remind them just to do their best and work hard. They will be great!
Tuesday, March 18, 2008
Fractions - Fair Shares
Our class has begun a new unit on fractions, called Fair Shares. Your child will be using fractions to make "fair shares" of things like paper "brownies" and pattern-block "cookies." By working with these materials, your child will learn about how "wholes" come apart into fractions and how fractions fit together as wholes. We'll talk about which of two shares is larger and which fractions are really the same (for example, 1/3 is the same as 2/6).
Here are some ways that you can help at home:
*When your family is sharing food, talk about "fair shares" and help your child name fractions. If you want to split the pizza among five people, how can you split it fairly? How much does each person get?
*Cooking is another great way to learn about fractions. How can we measure 3/4 cup? Look together at how the fractions appear on a measuring cup. Doubling recipes, or cutting them in half, can help your child understand how to make new numbers with fractions.
The purpose of this unit is for students to visualize and compare fractions, to find different combinations of fractions that make a whole, to learn which common fractions are equivalent, and to begin to use fractions to solve problems like this one:
Six people at a party shared all the cookies evenly. Each person ate 1 and 1/3 cookies. How many cookies did they eat?
We love fraction action! :o)Melanie
Here are some ways that you can help at home:
*When your family is sharing food, talk about "fair shares" and help your child name fractions. If you want to split the pizza among five people, how can you split it fairly? How much does each person get?
*Cooking is another great way to learn about fractions. How can we measure 3/4 cup? Look together at how the fractions appear on a measuring cup. Doubling recipes, or cutting them in half, can help your child understand how to make new numbers with fractions.
The purpose of this unit is for students to visualize and compare fractions, to find different combinations of fractions that make a whole, to learn which common fractions are equivalent, and to begin to use fractions to solve problems like this one:
Six people at a party shared all the cookies evenly. Each person ate 1 and 1/3 cookies. How many cookies did they eat?
We love fraction action! :o)Melanie
Wednesday, March 5, 2008
Fluency
We have started a new mini-unit on fluency. Fluency is crucial because it helps children to read with stronger comprehension. For the most part, children in third grade read smoothly. They no longer sound like robots sounding out every word. It's also important however that their reading has proper intonation. This morning we learned how to use the punctuation to help us.
We learned:
At a period - Your voice should pause, but it should also go down. The lowness indicates that the thought has come to a close. (The children could hear the "periods" even as a I was speaking.)
At a comma - Your voice should pause, but not go down. You should "hear" that the sentence is going to continue.
At a question mark - Your voice should pause, but it should also go up. It should sound like you are asking a question when speaking.
Effective readers sound like they are talking. You can practice with your child at home! :o)
We learned:
At a period - Your voice should pause, but it should also go down. The lowness indicates that the thought has come to a close. (The children could hear the "periods" even as a I was speaking.)
At a comma - Your voice should pause, but not go down. You should "hear" that the sentence is going to continue.
At a question mark - Your voice should pause, but it should also go up. It should sound like you are asking a question when speaking.
Effective readers sound like they are talking. You can practice with your child at home! :o)
Wish List
If you happen to be at Staples or Office Max and there's money burning a hole in your pocket :o) we could use some magnetic tape and overhead sheets (made for the overhead projector) that are safe to go through the copy machine. Thanks in advance! :o)M
Jacqueline Davies Visits
Room 221 had a wonderful treat yesterday! Poet/author Jacqueline Davies came and shared her love of poetry with us. She opened up her nature journals so we could see her process. The children were able to try out her techniques. She supplied them with beautiful things to draw - daffodils, cyclamen, an aloe plant, pussy willows, pine cones, even crickets! As the children drew, they added words describing what they saw. Ms. Davies challenged them to use adjectives and includes comparisons like 'the arms of the plant reached out like the legs of an octopus.'
We'll be finishing our creations today. We'll have them displayed soon, so come in and have a peek. We know you'll be impressed!
Special thanks to the PTC Creative Arts Committee for making this possible. :o)
We'll be finishing our creations today. We'll have them displayed soon, so come in and have a peek. We know you'll be impressed!
Special thanks to the PTC Creative Arts Committee for making this possible. :o)
Monday, March 3, 2008
Reminder - Family Astronomy Night
The Countdown has Begun!
Family Astronomy Night is just days away.
The Evening’s Adventures will include:
✩ Real Moon Rocks
✩ NASA space suits for you to try on (BRING YOUR CAMERAS!)
✩ Chats with astronomers
✩ STARLAB, a portable planetarium
✩ Workshops on a galaxy of topics
Psst: If you own your own telescope, bring it along!
Launch Details:
Wednesday, March 12, 2008 (Rain or Shine)
5:30pm to 8:00 pm
The Needham Science Center, Newman School
1155 Central Avenue
Free!
Important Parking Information
Event parking at the Newman School will be restricted to those with a Vehicle Parking Permit. Parking Permits are free and will be available starting Monday, February 25, 2008 at each elementary school and the Needham Science Center.
See you there!
Your friends at the Needham Science Center.
Family Astronomy Night is just days away.
The Evening’s Adventures will include:
✩ Real Moon Rocks
✩ NASA space suits for you to try on (BRING YOUR CAMERAS!)
✩ Chats with astronomers
✩ STARLAB, a portable planetarium
✩ Workshops on a galaxy of topics
Psst: If you own your own telescope, bring it along!
Launch Details:
Wednesday, March 12, 2008 (Rain or Shine)
5:30pm to 8:00 pm
The Needham Science Center, Newman School
1155 Central Avenue
Free!
Important Parking Information
Event parking at the Newman School will be restricted to those with a Vehicle Parking Permit. Parking Permits are free and will be available starting Monday, February 25, 2008 at each elementary school and the Needham Science Center.
See you there!
Your friends at the Needham Science Center.
Homework
The children have been assigned dinosaur projects! These projects are to be completed at home and are due Monday, March 17. They have four choices so that children can complete a project that they are interested in successfully. There is a generic T.O.W. that children should complete after they have finished their project. This will help them meet all project expectations. The T.O.W. should be passed in with the project on March 17.
There will be limited written homework during the project time.
Children should continue to:
Study spelling
Study math facts
And also:
Complete weekly math
Complete work reflection
Please let me know if you have any questions or concerns.
There will be limited written homework during the project time.
Children should continue to:
Study spelling
Study math facts
And also:
Complete weekly math
Complete work reflection
Please let me know if you have any questions or concerns.
Friday, February 29, 2008
Digging for Dinosaurs
Room 221 paleontologists uncovered a dinosaur today! They worked in teams of two to dig through hard, baked mud to uncover the remains. They used shovels, picks, brushes and scrapers to assist them. Just as professional paleontologists, we recorded the exact spot where we found each bone using a grid. It was great fun! Ask your third grade paleontologist about their process. :o)
Wednesday, February 27, 2008
Non-fiction Writing
Have you heard about our feature articles? The children have each chosen a topic to research and write about. We are working to use the strategies we learned in our non-fiction reading unit to help us research. Our latest challenge is to respond, or think about what we're reading. In other words, don't just notice the facts in the book. Have a reaction to them.
For example, in my research I learned that the Ancient Egyptian written language (heiroglyphics) used 1000 pictures or characters. That was the fact I learned. My response is, 'Wow! Heiroglyphics must have been really hard to learn. No wonder not everyone learned...'
You can model this for your children whenever you're reading together. Just stop every few paragraphs and explain what you're thinking. It's probably what just pops into your head.
Happy Reading!
For example, in my research I learned that the Ancient Egyptian written language (heiroglyphics) used 1000 pictures or characters. That was the fact I learned. My response is, 'Wow! Heiroglyphics must have been really hard to learn. No wonder not everyone learned...'
You can model this for your children whenever you're reading together. Just stop every few paragraphs and explain what you're thinking. It's probably what just pops into your head.
Happy Reading!
Monday, February 25, 2008
Word Study
This morning, we reviewed:
When a word ends in y, change the y to i before adding a suffix that does not begin with i.
For example: cry - cried, crying
*When a suffix begins with i - you leave the y alone, because two i(s) wouldn't look right together.
When a word ends in y, change the y to i before adding a suffix that does not begin with i.
For example: cry - cried, crying
*When a suffix begins with i - you leave the y alone, because two i(s) wouldn't look right together.
Revised Homework Schedule
I know our schedule has bounced around quite a bit lately. I will try to keep this as consistent as possible.
Monday - paragraph
Tuesday - math or Scholastic News (*If we have math groups, it will be math.)
Wednesday - spelling
Thursday - math or miscellaneous (*This depends on Tuesday.)
Miscellaneous could be word study, grammar, social studies or science. It depends on what needs to be reviewed at the time.
Monday - paragraph
Tuesday - math or Scholastic News (*If we have math groups, it will be math.)
Wednesday - spelling
Thursday - math or miscellaneous (*This depends on Tuesday.)
Miscellaneous could be word study, grammar, social studies or science. It depends on what needs to be reviewed at the time.
Friday, February 15, 2008
Thanks!
Dear Families,
I hope you have a wonderful vacation! We had a fabulous Valentine's Day party today. Thank you to our room parents for planning and executing such fun activities. Thanks to all the other supportive parents who supplied yummy food and materials.
See you in a week!
Melanie
I hope you have a wonderful vacation! We had a fabulous Valentine's Day party today. Thank you to our room parents for planning and executing such fun activities. Thanks to all the other supportive parents who supplied yummy food and materials.
See you in a week!
Melanie
Thank you notes
You may have heard that the PTC approved a grant to supply many new indoor recess games at each grade level. The kids were psyched! It seemed as if they hit the jackpot when they realized the games were for them! The kids wanted to say thank you because they were so appreciative.
I took the opportunity to introduce the children to Type III writing. Type III writing is part of the John Collins approach to writing that our school is currently adopting. Type III writing includes one draft that is self edited. Your children wrote a thank you note to the PTC as Type III.
Prior to writing, the children were given FCAs (focus correction areas). The children were asked to do their best on everything, but work extra hard at the FCAs. I sent home a copy of your child's letter today. You will see the FCAs at the top. They help children remember to use certain skills and strategies they have learned in writing. (In this case, it was format of a letter, 2 reasons they liked the games, and accurate capitals and punctuation.) The writing is assessed for each FCA. The children received a "check plus" for excellent work on the FCA, a "check" for work that is acceptable, and a "check minus" for work that should be improved.
Please take the time to talk to your child about their letters. Focus on the positives and then talk about what they can do better.
Thanks for your support! :o)
I took the opportunity to introduce the children to Type III writing. Type III writing is part of the John Collins approach to writing that our school is currently adopting. Type III writing includes one draft that is self edited. Your children wrote a thank you note to the PTC as Type III.
Prior to writing, the children were given FCAs (focus correction areas). The children were asked to do their best on everything, but work extra hard at the FCAs. I sent home a copy of your child's letter today. You will see the FCAs at the top. They help children remember to use certain skills and strategies they have learned in writing. (In this case, it was format of a letter, 2 reasons they liked the games, and accurate capitals and punctuation.) The writing is assessed for each FCA. The children received a "check plus" for excellent work on the FCA, a "check" for work that is acceptable, and a "check minus" for work that should be improved.
Please take the time to talk to your child about their letters. Focus on the positives and then talk about what they can do better.
Thanks for your support! :o)
Report Cards
I'm sorry I wasn't clear, but report cards were due back and signed by Thursday, February 14. I didn't even notice yesterday that very few people had returned them. No worries, I can get them back after vacation. But I wanted to give you a heads up so that you can put them someplace safe until then. (I know over a long vacation things have a way of getting lost.)
Thanks for your help! :o)Melanie
Thanks for your help! :o)Melanie
Tuesday, February 12, 2008
Drumming Presentation
I'm sorry for any confusion I may have caused. The drumming presentation is scheduled for tomorrow, Wednesday, February 13. We will be meeting at 7:15pm in the lobby. The children will be presenting for 5-10 minutes. The presentation will be over in 20-30 minutes.
Hope to see you there! :o)Melanie
Hope to see you there! :o)Melanie
Sunday, February 3, 2008
Fundations Review
This week will be a review week for spelling. The children will receive lists from each unit (1-6) to choose the words that are most challenging for them. At the same time, we will review the rules that we have learned. I thought you might like a refresher.
Unit 1:
A closed syllable has 1 vowel, and is closed in by a consonant.
A closed syllable almost always gives the short vowel sound.
K is usually used at the end of a word.
C is usually used at the beginning of a word.
CK is used immediately after short vowels.
Unit 2:
Read the baseword first, then read the word with the suffix.
A 1-1-1 word has 1 closed syllable, 1 vowel, and 1 consonant after the vowel.
When adding a vowel suffix to a 1-1-1 word, double the final consonant.
Unit 3:
When s is between 2 vowels, it often says /z/.
Ive makes the short vowel sound (exception to the rule) because words in the English
language never end in v.
Unit 4:
When adding a vowel suffix to a word that ends in e, drop the e.
Unit 5:
When e is followed by t in the second syllable, it sounds like /it/(with a
short i sound).
Unit 6:
An open syllable has one vowel at the end of the syllable and makes the long sound.
Y works as a vowel in an open syllable.
Y says /i/ (long i) at the end of a one syllable word.
Y says /e/ (long e) at the end of a multisyllable word.
Unit 1:
A closed syllable has 1 vowel, and is closed in by a consonant.
A closed syllable almost always gives the short vowel sound.
K is usually used at the end of a word.
C is usually used at the beginning of a word.
CK is used immediately after short vowels.
Unit 2:
Read the baseword first, then read the word with the suffix.
A 1-1-1 word has 1 closed syllable, 1 vowel, and 1 consonant after the vowel.
When adding a vowel suffix to a 1-1-1 word, double the final consonant.
Unit 3:
When s is between 2 vowels, it often says /z/.
Ive makes the short vowel sound (exception to the rule) because words in the English
language never end in v.
Unit 4:
When adding a vowel suffix to a word that ends in e, drop the e.
Unit 5:
When e is followed by t in the second syllable, it sounds like /it/(with a
short i sound).
Unit 6:
An open syllable has one vowel at the end of the syllable and makes the long sound.
Y works as a vowel in an open syllable.
Y says /i/ (long i) at the end of a one syllable word.
Y says /e/ (long e) at the end of a multisyllable word.
Multiplication Challenge
Well, I planned to blog this later in the week. But tonights loss has me all wound up, and I find myself unable to sleep. I'm sure I'll regret this tomorrow, but I figured I'd take advantage of the extra minutes...
My husband offered me this brain teaser at lunch the other day. (I was successful on the second try! No hints! :o) I thought you might have fun trying it with your children. It will help them practice their understandings of multiplication. They can certainly use a calculator - we haven't taught them to multiply any more than single digits. Let me know what you come up with!
There are 7 girls on a bus.
Each girl has 7 backpacks.
There are 7 big cats in each backpack.
There are 7 little cats for every big cat.
How many legs are on the bus?
My husband offered me this brain teaser at lunch the other day. (I was successful on the second try! No hints! :o) I thought you might have fun trying it with your children. It will help them practice their understandings of multiplication. They can certainly use a calculator - we haven't taught them to multiply any more than single digits. Let me know what you come up with!
There are 7 girls on a bus.
Each girl has 7 backpacks.
There are 7 big cats in each backpack.
There are 7 little cats for every big cat.
How many legs are on the bus?
Wednesday, January 30, 2008
Publishing New Writing
Holy cow! Your children are incredible writers. They are currently working to publish their second personal narrative. Each child has shown tremendous growth. At the coffee next week, we'll show you both published stories. We know you'll be very impressed.
This time around, the children created timelines of their topic. Each step in the story had it's own spot in the timeline. But we didn't stop there. For each dot, we created 3-5 sentences explaining the original dot with SPECIFIC detail!
For example, one super author originally wrote, "My dad picked me up and carried me away."
She took that one sentence and turned it into, "My dad lifted me off the ground and put me on his shoulders. I wiggled. I shrieked really high. I thought, 'What's he doing?' I looked back at Stephanie. My eyes watered. My dad carried me to the car. I tried to stand up but I was strapped in. I frantically grabbed Kiwi and started to cry."
Now that's specific detail!
Ask your third grader some examples of specificity in their writing. They'll be able to show off to you at our coffee next Thursday, February 7.
This time around, the children created timelines of their topic. Each step in the story had it's own spot in the timeline. But we didn't stop there. For each dot, we created 3-5 sentences explaining the original dot with SPECIFIC detail!
For example, one super author originally wrote, "My dad picked me up and carried me away."
She took that one sentence and turned it into, "My dad lifted me off the ground and put me on his shoulders. I wiggled. I shrieked really high. I thought, 'What's he doing?' I looked back at Stephanie. My eyes watered. My dad carried me to the car. I tried to stand up but I was strapped in. I frantically grabbed Kiwi and started to cry."
Now that's specific detail!
Ask your third grader some examples of specificity in their writing. They'll be able to show off to you at our coffee next Thursday, February 7.
Timed Math Quizzes
I must offer my apologies for the confusion about timed quizzes. There was a mix-up when I was out last Thursday and I've been searching for time to figure it out.
The result is - I will give the kids the week off! There will be no timed quiz this week. They will resume next Thursday.
I promise I will send home study sheets no later than Friday.
Thanks so much for your patience. :o)Melanie
The result is - I will give the kids the week off! There will be no timed quiz this week. They will resume next Thursday.
I promise I will send home study sheets no later than Friday.
Thanks so much for your patience. :o)Melanie
Friday, January 18, 2008
Multiples
I have been very excited to see how well your children are understanding multiplication! It's as if they were born knowing it. :O)
We have learned that multiplication deals with equal groups. We have also learned that multiplication is the same as repeated addition. So, 3 x 5 = 5 + 5 + 5.
Over the last couple of days children have been skip counting. And wouldn't you know it, skip counting is just like multiplying! The children have used hundred charts to record their skip counting by 2s, 3s, 4s... all the way to 12s.
The children have learned that the numbers they are skip counting with are actually multiples of the original number. So if you are skip counting by 2s - 2,4,6,8,10... All the numbers you say are actually multiples of 2. If you are skip counting by 7s - 7,14,21,28,35... All the numbers you say are actually multiples of 7.
In order to connect it back to multiplication, think of it this way:
I know 28 is a multiple of 2 because I skip count 14 times to get there
(2,4,6,8,10,12,14,16,18,20,22,24,26,28) OR 2 x 14 = 28.
I know 63 is a multiple of 9 because I skip count 7 times to get there
(9,18,27,36,45,54,63) OR 9 x 7 = 63.
When children practice skip counting by different numbers, they are remembering multiples, but also beginning to memorize their multiplication facts!
We have learned that multiplication deals with equal groups. We have also learned that multiplication is the same as repeated addition. So, 3 x 5 = 5 + 5 + 5.
Over the last couple of days children have been skip counting. And wouldn't you know it, skip counting is just like multiplying! The children have used hundred charts to record their skip counting by 2s, 3s, 4s... all the way to 12s.
The children have learned that the numbers they are skip counting with are actually multiples of the original number. So if you are skip counting by 2s - 2,4,6,8,10... All the numbers you say are actually multiples of 2. If you are skip counting by 7s - 7,14,21,28,35... All the numbers you say are actually multiples of 7.
In order to connect it back to multiplication, think of it this way:
I know 28 is a multiple of 2 because I skip count 14 times to get there
(2,4,6,8,10,12,14,16,18,20,22,24,26,28) OR 2 x 14 = 28.
I know 63 is a multiple of 9 because I skip count 7 times to get there
(9,18,27,36,45,54,63) OR 9 x 7 = 63.
When children practice skip counting by different numbers, they are remembering multiples, but also beginning to memorize their multiplication facts!
Exciting Trip
My family and I are leaving tomorrow morning on an exciting trip! We're headed off to Disney World to see Mickey! I will miss school on Tuesday and Wednesday, but will return Thursday. Miss Barry will teach the class while I'm gone with the assistance of a guest teacher. (I feel very fortunate to have such a fantastic assistant. I know lots of learning will continue to happen despite my absence. :o)
Please don't hesitate to contact Miss Barry if you have any questions or concerns. Enjoy your weekend! :o)Melanie
Please don't hesitate to contact Miss Barry if you have any questions or concerns. Enjoy your weekend! :o)Melanie
Tuesday, January 15, 2008
Dr. Martin Luther King, Jr.
Today we read about Dr. Martin Luther King, Jr. in Scholastic News. Martin Luther King, Jr. Day is not only a holiday, but is considered a "national day of service." The children were asked to respond to the following:
Dr. Martin Luther King, Jr. said, "Everybody can be great because everybody can serve."
Give an example of how you do (or how you can) serve your community. Include a topic sentence and at least 2 details that explain.
Have a conversation at home with your child tonight. Maybe you can choose a service project that you can work on as a family.
Dr. Martin Luther King, Jr. said, "Everybody can be great because everybody can serve."
Give an example of how you do (or how you can) serve your community. Include a topic sentence and at least 2 details that explain.
Have a conversation at home with your child tonight. Maybe you can choose a service project that you can work on as a family.
Thursday, January 10, 2008
Timed Math Quizzes
Oh, the dreaded quizzes! I'm sorry if I make life miserable at home, but these quizzes (although unpopular :o)are quite necessary. It is essential that children know their addition facts fluently as we move on to more sophisticated math.
Today the children were particularly frustrated because only four of them passed. I had a conversation with the children this afternoon. They absolutely need to be studying 5-10 minutes/day, nearly every day. Most children admitted, that's not what they are doing.
I want to make sure parents are aware of this issue. But I'm also writing as a cheerleader. You're kids can do it! They can memorize those facts. (We all did. :O) Please work with them. It can be in the car, at the bus stop, waiting in line at the grocery store.
Kids think that they are studying when someone is quizzing them. Remember, they need to spend time memorizing before they can be quizzed. See my post here from September for new studying strategies.
Don't hesitate to write or call if you need help! :O)
Today the children were particularly frustrated because only four of them passed. I had a conversation with the children this afternoon. They absolutely need to be studying 5-10 minutes/day, nearly every day. Most children admitted, that's not what they are doing.
I want to make sure parents are aware of this issue. But I'm also writing as a cheerleader. You're kids can do it! They can memorize those facts. (We all did. :O) Please work with them. It can be in the car, at the bus stop, waiting in line at the grocery store.
Kids think that they are studying when someone is quizzing them. Remember, they need to spend time memorizing before they can be quizzed. See my post here from September for new studying strategies.
Don't hesitate to write or call if you need help! :O)
Wednesday, January 9, 2008
Multiplication
We've started the exciting third grade concept of multiplication! We started off by making lists of items that come grouped in different amounts - things like 2 shoes in a pair, 7 days in a week, 12 eggs in a carton. Today we used these lists to make up our own story problems.
For example, one story could be:
There are 4 tricycles in the preschool playground. Each tricycle has three wheels. How many wheels in all.
We also learned that multiplications sentences can be written like this: 3 x 4= 12. Because multiplication is simply combining equal groups, I think of the x as "groups of". Therefore the sentence can be read: 3 groups of 4 equals 12.
Have fun practicing at home!
For example, one story could be:
There are 4 tricycles in the preschool playground. Each tricycle has three wheels. How many wheels in all.
We also learned that multiplications sentences can be written like this: 3 x 4= 12. Because multiplication is simply combining equal groups, I think of the x as "groups of". Therefore the sentence can be read: 3 groups of 4 equals 12.
Have fun practicing at home!
Second Step
Our class has started Unit II of the Second Step curriculum. It focuses on impulse control and problem solving. Impulse control means slowing down and thinking rather than doing the first thing that pops into your head. Problem solving is a strategy for dealing with problems we face with other people as individuals. Calming down techniques are taught to give your child the skills to compose him or herself so that a given problem can be solved more effectively.
Today we learned strategies to calm down. We can:
Take three deep breaths
Think calming thoughts
Talk to yourself
Count backward slowly
The next time your child comes in upset about a friend, or a fight with a sibling you might say, "Wow! I can tell that you're upset. Try taking three deep breaths, then count backward slowly before deciding what to do."
Next week we'll discuss the steps for problem solving.
Today we learned strategies to calm down. We can:
Take three deep breaths
Think calming thoughts
Talk to yourself
Count backward slowly
The next time your child comes in upset about a friend, or a fight with a sibling you might say, "Wow! I can tell that you're upset. Try taking three deep breaths, then count backward slowly before deciding what to do."
Next week we'll discuss the steps for problem solving.
Sunday, January 6, 2008
Elapsed Time
Elapsed time is the amount of time that passes. Third graders usually understand the concept of elapsed time, but it is often challenging for them to solve elapsed time problems. I found a new strategy that works amazingly well. I have copied the explanation here - it's not easy to explain. Monday afternoon your children will be bringing home some examples. They can show you better. Let me know if you have any questions. Have fun!
1. Jamie put a pizza in the oven at 1:25. It cooked for 30 minutes. What time was it when the pizza was ready to eat?
The student draws a t-chart. At the top on the left side write the start time-1:25. On the top at the other side write min. Next, make several horizontal lines going down the t-chart. Under "min." write 5, 10, 15, 20, 25, 30. On the other side, under 1:25, count up the time until it is on the same line as "30." The left side should say 1:30, 1:35, 1:40, 1:45, 1:50, 1:55. The answer is 1:55 and I have the kids circle it.
This will work with virtually any kind of elapsed time problem.
2. Kyle's soccer practice started at 4:10 and lasted until 4:40. How long did soccer practice last?
The student draws a t-chart. At the top on the left side write the start time-4:10. On the top at the other side write min. Next, make several horizontal lines going down the t-chart. Under the start time count up at five minute intervals until it shows 4:40. Under min. count up by fives until you are on the same line as 4:40 and there you have how much time has passed! (30 min.)
3. Tamia went to the mall at 2:20 and shopped for one hour and 10 minutes. What time was it when Tamia left the mall?
This time you will complete two t-charts, one for the hours and the other for minutes. Do the hour chart first. The student draws a t-chart. On top of the left side write 2:20. On the top of the right side write hours. Now make several horizontal lines and label the first underneath hours with 1. Now move 2:20 to 3:20. The next thing to do is create the minutes t-chart and use 3:20 as the start time.
Let me know how you do! :o)
1. Jamie put a pizza in the oven at 1:25. It cooked for 30 minutes. What time was it when the pizza was ready to eat?
The student draws a t-chart. At the top on the left side write the start time-1:25. On the top at the other side write min. Next, make several horizontal lines going down the t-chart. Under "min." write 5, 10, 15, 20, 25, 30. On the other side, under 1:25, count up the time until it is on the same line as "30." The left side should say 1:30, 1:35, 1:40, 1:45, 1:50, 1:55. The answer is 1:55 and I have the kids circle it.
This will work with virtually any kind of elapsed time problem.
2. Kyle's soccer practice started at 4:10 and lasted until 4:40. How long did soccer practice last?
The student draws a t-chart. At the top on the left side write the start time-4:10. On the top at the other side write min. Next, make several horizontal lines going down the t-chart. Under the start time count up at five minute intervals until it shows 4:40. Under min. count up by fives until you are on the same line as 4:40 and there you have how much time has passed! (30 min.)
3. Tamia went to the mall at 2:20 and shopped for one hour and 10 minutes. What time was it when Tamia left the mall?
This time you will complete two t-charts, one for the hours and the other for minutes. Do the hour chart first. The student draws a t-chart. On top of the left side write 2:20. On the top of the right side write hours. Now make several horizontal lines and label the first underneath hours with 1. Now move 2:20 to 3:20. The next thing to do is create the minutes t-chart and use 3:20 as the start time.
Let me know how you do! :o)
Wednesday, January 2, 2008
Nonfiction
I started my focus lesson at Reading Workshop this morning with a story. It was a story about myself actually. I told the children about the fun I had shopping at New England Mobile Book Fair and Barnes and Noble. (Thanks to the PTC and to some generous holiday gifts, I felt rich with gift certificates!) Anyway, I bought a ton of series books for our classroom, and several books for myself.
Yesterday, I was making final choices at Barnes and Noble. I had in my hand a nonfiction book about Louisa May Alcott (author of my favorite book Little Women)and her life with other citizens of Concord, MA. In my other hand were several examples of realistic fiction and historical fiction. As I told the children, I decided to buy the nonfiction.
I bought it, not only because I love Louisa May Alcott, but because I don't read enough nonfiction. It's smart for readers to read widely, many titles, many authors and many genre. It's smart for the kids too. So for the next 5 weeks or so, children will be asked to read some non-fiction every day.
I hope they end up loving it. I hope they reach for nonfiction often in their readerly lives.
Yesterday, I was making final choices at Barnes and Noble. I had in my hand a nonfiction book about Louisa May Alcott (author of my favorite book Little Women)and her life with other citizens of Concord, MA. In my other hand were several examples of realistic fiction and historical fiction. As I told the children, I decided to buy the nonfiction.
I bought it, not only because I love Louisa May Alcott, but because I don't read enough nonfiction. It's smart for readers to read widely, many titles, many authors and many genre. It's smart for the kids too. So for the next 5 weeks or so, children will be asked to read some non-fiction every day.
I hope they end up loving it. I hope they reach for nonfiction often in their readerly lives.
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