We continue to have fun with place value! Lately we have focused on comparing numbers. It is important to understand place value when you are figuring out which number is greater. Room 221 mathematicians know that numbers with more digits are larger numbers. They also know that to compare numbers with the same amount of digits you must compare each digit starting with the one of greater value. For example, to compare 2,871 and 2,832 you must first look at the thousands place. Both digits have a value of 2,000. So next we go to the hundreds place. Both digits have a value of 800. So finally, we go to the tens place. One digit has a value of 70 and the other has a value of 30. Therefore 2,871 is greater than 2,832.
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)
Wednesday, September 30, 2009
Assignment Notebooks
Yesterday 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.
Addition Flashcards
Thanks to Dan for noticing a mistake on the +5 flashcards. One of them reads
5 + 9 = 15 and it should say 5 + 9 = 14. Please correct it on your set and I will be sure they go home correctly next time.
P.S. We are a little off schedule with our timed quizzes. Our next one is scheduled for Friday. There will be another quiz on Monday. The goal is to have them on Mondays and Thursdays. Hopefully we will get into a regular routine soon. Thanks for your patience! :o)
5 + 9 = 15 and it should say 5 + 9 = 14. Please correct it on your set and I will be sure they go home correctly next time.
P.S. We are a little off schedule with our timed quizzes. Our next one is scheduled for Friday. There will be another quiz on Monday. The goal is to have them on Mondays and Thursdays. Hopefully we will get into a regular routine soon. Thanks for your patience! :o)
Sunday, September 27, 2009
Tuesdays Homework: Weekend Paragraph
On Tuesday night your child will be asked to complete his/her first homework at home. The assignment will be to write a paragraph about one thing they did over the weekend. The paragraph will have 3 FCAs. Although I do expect children to complete their homework with a large degree of independence, and they do understand the concepts and expectations, I thought it might be helpful if I explained the expectations to you. This week's FCAs will be:
Topic sentence
3 Specific details (related to the topic sentence)
Capitalization and punctuation
A topic sentence is one of the first sentences of a paragraph. It should let the reader know what the paragraph is about. I'm challenging the students to create details that are specific and help the writing come alive. For example, a child can write, "We were excited." But the details becomes more specific when the child writes, "We jumped up and down, screaming and clapping our hands."
Reminder, I expect written homework to take no more than 30 minutes. If your child is feeling overly frustrated, or the homework is taking an extensive amount of time, please let me know. I don't want homework to become a battle or a miserable experience for students or parents.
Please don't hesitate to contact me with any questions or concerns.
Topic sentence
3 Specific details (related to the topic sentence)
Capitalization and punctuation
A topic sentence is one of the first sentences of a paragraph. It should let the reader know what the paragraph is about. I'm challenging the students to create details that are specific and help the writing come alive. For example, a child can write, "We were excited." But the details becomes more specific when the child writes, "We jumped up and down, screaming and clapping our hands."
Reminder, I expect written homework to take no more than 30 minutes. If your child is feeling overly frustrated, or the homework is taking an extensive amount of time, please let me know. I don't want homework to become a battle or a miserable experience for students or parents.
Please don't hesitate to contact me with any questions or concerns.
Feedback: Focus Correction Areas
I try to give student's feedback about the work they do. Feedback helps students to see what they are doing well and what they need to work on. When an assignment has FCAs (focus corrections areas)attached to it,I will give feedback specifically on the FCAs. I will look at the work for each FCA separately. Depending on the work I see, I will give the student a check, check plus or check minus.
For example, on last week's paragraph assignment the FCAs were:
Topic sentence
3 Specific details
Capitals and punctuation (shown with a symbol the student's understand)
In order to give students appropriate feedback, I read each paragraph three times.
First I read to see if it has a topic sentence. If it does, it gets a check. If it is an incredible topic sentence, it gets a check plus. If the paragraph does not have a topic sentence, it gets a check minus.
Second, I read for specific details. If the piece has 3 specific details, it gets a check. If it has more than 3 precise, and very interesting details, it gets a check plus. If the details are very general or there are less than 3, it gets a check minus.
This process continues for each FCA. (I usually give only 3.)
Please don't hesitate to contact me with any questions or concerns.
For example, on last week's paragraph assignment the FCAs were:
Topic sentence
3 Specific details
Capitals and punctuation (shown with a symbol the student's understand)
In order to give students appropriate feedback, I read each paragraph three times.
First I read to see if it has a topic sentence. If it does, it gets a check. If it is an incredible topic sentence, it gets a check plus. If the paragraph does not have a topic sentence, it gets a check minus.
Second, I read for specific details. If the piece has 3 specific details, it gets a check. If it has more than 3 precise, and very interesting details, it gets a check plus. If the details are very general or there are less than 3, it gets a check minus.
This process continues for each FCA. (I usually give only 3.)
Please don't hesitate to contact me with any questions or concerns.
Wednesday, September 23, 2009
Weekly Words
Each day a member of the Room 221 community is the "Word Wizard." The Word Wizard collects new words that he/she hears when the class is in a lesson, listening to a story, or having a discussion. At the end of the day, many of the words are shared. They are then put in our word jar. (Ask your child about the chapter book "Donovan's Word Jar" by, Monalisa Degross. We just finished reading it! :o)
Every week or two the class will vote on one or two words to highlight. They will be placed in large letters on the wall for all children to see. We will challenge ourselves to use the highlighted words whenever possible. This will make the words part of our standard vocabulary.
I plan to post on the blog each time we choose new words so you can try using the words at home!I will post the third grade definitions that we came up with. This weeks words are:
askew - off to the side, crooked
conflict - a problem
Every week or two the class will vote on one or two words to highlight. They will be placed in large letters on the wall for all children to see. We will challenge ourselves to use the highlighted words whenever possible. This will make the words part of our standard vocabulary.
I plan to post on the blog each time we choose new words so you can try using the words at home!I will post the third grade definitions that we came up with. This weeks words are:
askew - off to the side, crooked
conflict - a problem
Timed Quizzes
The children will bring home their corrected math quizzes today. In order to move to the next quiz they need to have no more than 2 problems wrong. In addition, they need to finish the quiz within a certain time. (I don't tell them what the time is, because that tends to stress them out. :o(
In your child's folder you should find their corrected quiz, as well as a new set of flashcards. If they received only 2+ flashcards, they need to study for the same quiz again. However, if they received 2+ and 3+ flashcards, they are studying for the next quiz. I have emphasized to the children that I don't want them to worry, I just want them to study hard.
The next quiz will be given tomorrow morning. (Normally they will have 2 days to study in between. This week and next week will be tight. Sorry for any inconvenience.)
As always, don't hesitate to contact me with any questions or concerns.
In your child's folder you should find their corrected quiz, as well as a new set of flashcards. If they received only 2+ flashcards, they need to study for the same quiz again. However, if they received 2+ and 3+ flashcards, they are studying for the next quiz. I have emphasized to the children that I don't want them to worry, I just want them to study hard.
The next quiz will be given tomorrow morning. (Normally they will have 2 days to study in between. This week and next week will be tight. Sorry for any inconvenience.)
As always, don't hesitate to contact me with any questions or concerns.
Needham Youth Services Book Group
Book Club Invites
3rd Grade Girls
and Parents
In October, the Needham Youth Services (formerly Needham Youth Commission) will present a dinner-time section of Books & Bridges: the Parent-Child Book Club. Parents and 3rd grade girls are invited to join us for this 2-session program focusing on Sable by Karen Hesse. Meetings are from 5:30 to 7:00 p.m. on Thursdays October 1st and 15th and dinner and refreshments will be served. This is a wonderful opportunity for parents and girls to share the exciting world of reading and group discussion with others. Each parent-daughter pair will receive one copy of Sable during the first meeting. There is a $10 fee per pair for this program, waived in the event of financial need. To learn more please visit our website at [ http://www.needhamma.gov/youth/booksandbridges ]www.needhamma.gov/youth/booksandbridges
Registration forms are available at the Needham Youth Services office or online at [ http://www.needhamma.gov/youth/brochure/2009/fall ]www.needhamma.gov/youth/brochure/2009/fall
3rd Grade Girls
and Parents
In October, the Needham Youth Services (formerly Needham Youth Commission) will present a dinner-time section of Books & Bridges: the Parent-Child Book Club. Parents and 3rd grade girls are invited to join us for this 2-session program focusing on Sable by Karen Hesse. Meetings are from 5:30 to 7:00 p.m. on Thursdays October 1st and 15th and dinner and refreshments will be served. This is a wonderful opportunity for parents and girls to share the exciting world of reading and group discussion with others. Each parent-daughter pair will receive one copy of Sable during the first meeting. There is a $10 fee per pair for this program, waived in the event of financial need. To learn more please visit our website at [ http://www.needhamma.gov/youth/booksandbridges ]www.needhamma.gov/youth/booksandbridges
Registration forms are available at the Needham Youth Services office or online at [ http://www.needhamma.gov/youth/brochure/2009/fall ]www.needhamma.gov/youth/brochure/2009/fall
Tuesday, September 22, 2009
Good News and Bad News
The good news is that our special education teaching assistant Mr. Keaney has a new teaching opportunity ahead of him in another district. Mr. Keaney is a smart, hard working, excellent teacher. This is a wonderful opportunity for him, and his new district will be lucky to have him.
The bad news is that Thursday will be Mr. Keaney's last day in Room 221. He will be missed. We shared this information with the children this morning. They are sad, but encouraged that we can write letters and emails to him.
A new teaching assistant will begin working in the classroom soon. Fortunately, Miss Winters continues to work with us, so there will always be two of us in the classroom, even during the interim.
Please don't hesitate to contact me with any questions or concerns.
The bad news is that Thursday will be Mr. Keaney's last day in Room 221. He will be missed. We shared this information with the children this morning. They are sad, but encouraged that we can write letters and emails to him.
A new teaching assistant will begin working in the classroom soon. Fortunately, Miss Winters continues to work with us, so there will always be two of us in the classroom, even during the interim.
Please don't hesitate to contact me with any questions or concerns.
Saturday, September 19, 2009
The Colors of Us
Yesterday, Room 221 listened to "The Colors of Us" by, Karen Katz. It's a story of a young girl's walk through her neighborhood as she notices the beautiful and unique shades of each person's skin. She returns home to mix white, black, red and yellow paint to recreate each skin tone and paint portraits of her friends. As we discussed the book, our understanding of the theme (what the author wants us to learn or understand after reading) evolved. At first children thought the theme is that it is okay to have different skin colors. But as the conversation evolved and grew, we realized that it is to celebrate the beauty of each person's unique shade.
221 artists also mixed paint to find their own, unique skin color. They painted the shade onto a plain piece of paper which they will use next week to cut out their face and create their self portrait in collage. We will notice and celebrate the difference of each one. We will hang them in our classroom with our "I am from... poems." Finally, Mrs. Martell will take photographs of each and post them to the web for you all to enjoy.
Stay tuned...
221 artists also mixed paint to find their own, unique skin color. They painted the shade onto a plain piece of paper which they will use next week to cut out their face and create their self portrait in collage. We will notice and celebrate the difference of each one. We will hang them in our classroom with our "I am from... poems." Finally, Mrs. Martell will take photographs of each and post them to the web for you all to enjoy.
Stay tuned...
Thursday, September 17, 2009
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.
This morning we practiced writing numbers in expanded form. Expanded form shows the value of each digit. For example, the expanded form of 273 = 200 + 70 + 3. The expanded form of 791 = 700 + 90 + 1.
We also learned a new math challenge called Digit Deal. To play Digit Deal well, you need to understand the concept of place value. You can play Digit Deal together or independently. The players should choose 3 digits from a deck of cards. (You can make one of the face cards stand for 0.) The players should use only their 3 cards to make the:
Largest possible number, smallest possible number, the number closest to 500, the largest even number, the smallest odd number, the even number closest to 400 and the odd number closest to 300.
If your child is looking for more of a challenge, the game can be played with 4 digits or even 5. Just change some of the kinds of numbers you are looking for. Have fun! :o)
This morning we practiced writing numbers in expanded form. Expanded form shows the value of each digit. For example, the expanded form of 273 = 200 + 70 + 3. The expanded form of 791 = 700 + 90 + 1.
We also learned a new math challenge called Digit Deal. To play Digit Deal well, you need to understand the concept of place value. You can play Digit Deal together or independently. The players should choose 3 digits from a deck of cards. (You can make one of the face cards stand for 0.) The players should use only their 3 cards to make the:
Largest possible number, smallest possible number, the number closest to 500, the largest even number, the smallest odd number, the even number closest to 400 and the odd number closest to 300.
If your child is looking for more of a challenge, the game can be played with 4 digits or even 5. Just change some of the kinds of numbers you are looking for. Have fun! :o)
Wednesday, September 16, 2009
Addition Flashcards
Whoops! The flashcards came home in the children's folders today. Initially they were supposed to be accompanied by a letter with a complete explanation. That didn't work out, so I was going to explain it to the children, and then send the letter home tomorrow. I'm just now realizing that I didn't explain the flashcards to the children today. Therefore, they will have little idea what to do with them.
I will rectify the situation tomorrow by sending home the letter AND explaining them to the kids. I apologize for any confusion this may have caused.
I will rectify the situation tomorrow by sending home the letter AND explaining them to the kids. I apologize for any confusion this may have caused.
Tuesday, September 15, 2009
Website
Please take a peek at our classroom website. I hope the resources there will be helpful during your child's third grade experience.
Many of you have asked if the classroom needs anything. Our website has a page for a wish list, but I've copied it here in case you are interested. (Please do not feel obligated.)
*Baby wipes (to help keep our classroom clean)
*Antibacterial Cleanser - Purell (to help keep our hands clean and our bodies healthy)
*Plants & Flowers (to help keep our classroom beautiful)
*Rocking Chair
*Subscriptions to kids magazines - SI for Kids, National Geographic
Many of you have asked if the classroom needs anything. Our website has a page for a wish list, but I've copied it here in case you are interested. (Please do not feel obligated.)
*Baby wipes (to help keep our classroom clean)
*Antibacterial Cleanser - Purell (to help keep our hands clean and our bodies healthy)
*Plants & Flowers (to help keep our classroom beautiful)
*Rocking Chair
*Subscriptions to kids magazines - SI for Kids, National Geographic
Monday, September 14, 2009
I am From... Poems
Proud poets in 221 have begun "I am from..." poems. These poems will 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.
This morning 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. Tomorrow, the kids thought of other important special things that don't fall into these categories. Finally, we will turn our brainstorms into poems. We will add significant and precise details, and pay attention to sound and feeling. Soon they will be hung on the closet doors attached to the unique self portraits we will create.
This morning 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. Tomorrow, the kids thought of other important special things that don't fall into these categories. Finally, we will turn our brainstorms into poems. We will add significant and precise details, and pay attention to sound and feeling. Soon they will be hung on the closet doors attached to the unique self portraits we will create.
Friday, September 11, 2009
President Obama's Speech
At long last we were able to watch President Obama's speech today. I found it quite inspiring. At the end of the video, I asked the children to respond to the following question in their Learning Logs: What was the most important thing President Obama said in his speech? There were many different responses, but all seemed to take something away. Ask your child to share their thoughts with you.
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.
Take Advantage of this Opportunity from Needham Youth Services!
Book Club Invites 3rd Grade Girls and Parents
Needham Youth Services will present a dinner-time section of Books & Bridges: the Parent-Child Book Club.
Parents and 3rd grade girls are invited to join us for this 2-session program focusing on Sable by Karen Hesse.
Meetings are from 5:30 to 7:00 p.m. on Thursdays October 1st and 15th.
To register or for more information please view our Fall/Winter brochure at www.needhamma.gov/youth/brochure/2009/fall
Needham Youth Services will present a dinner-time section of Books & Bridges: the Parent-Child Book Club.
Parents and 3rd grade girls are invited to join us for this 2-session program focusing on Sable by Karen Hesse.
Meetings are from 5:30 to 7:00 p.m. on Thursdays October 1st and 15th.
To register or for more information please view our Fall/Winter brochure at www.needhamma.gov/youth/brochure/2009/fall
Thursday, September 10, 2009
The First Six Weeks
We will be spending a lot of time during the first six weeks of school spelling out expectations, articulating rules and establishing predictable structures.
1. The children are participating in Guided Discoveries. In a guided discovery children discuss, explore and practice the use of classroom materials so that they can take care of the materials and each other. They role play what we can do when something goes wrong, or when another child wants to share.
2. The children have chosen one of their hopes and dreams for Third Grade. Each child will share their dream with the rest of the community. We will use these hopes and dreams as the basis for classroom rules. The discussion will begin with the question - “What rules do we need to have in our classroom so that everyone is able to fulfill their hopes and dreams this year?”
3. We are practicing, practicing, practicing all of the expectations. We practice lining up quietly, using quiet voices while working and even hanging up our backpacks in the cubbies. (**So far so good! The children have been fantastic and respectful. We are constantly amazed by them.)
4. We are teaching recess. This may sound strange to you, but it's very important. The purpose of recess is for all children to have fun. We have been playing games together as a community. We model and practice what it looks like to be sure everyone has fun and is safe.
5. Most importantly, we are getting to know one another. We are all special and unique and we have begun sharing small pieces of ourselves with one another
***We put a strong focus on all of these activities so that we can move toward an
orderly, cooperative and stimulating learning environment where children feel ownership and safety.
1. The children are participating in Guided Discoveries. In a guided discovery children discuss, explore and practice the use of classroom materials so that they can take care of the materials and each other. They role play what we can do when something goes wrong, or when another child wants to share.
2. The children have chosen one of their hopes and dreams for Third Grade. Each child will share their dream with the rest of the community. We will use these hopes and dreams as the basis for classroom rules. The discussion will begin with the question - “What rules do we need to have in our classroom so that everyone is able to fulfill their hopes and dreams this year?”
3. We are practicing, practicing, practicing all of the expectations. We practice lining up quietly, using quiet voices while working and even hanging up our backpacks in the cubbies. (**So far so good! The children have been fantastic and respectful. We are constantly amazed by them.)
4. We are teaching recess. This may sound strange to you, but it's very important. The purpose of recess is for all children to have fun. We have been playing games together as a community. We model and practice what it looks like to be sure everyone has fun and is safe.
5. Most importantly, we are getting to know one another. We are all special and unique and we have begun sharing small pieces of ourselves with one another
***We put a strong focus on all of these activities so that we can move toward an
orderly, cooperative and stimulating learning environment where children feel ownership and safety.
Tuesday, September 8, 2009
President Obama's Speech
Unfortunately we were unable to view President Obama's speech today due to a scheduling conflict. I do plan to show and discuss the speech tomorrow (Wednesday) morning. Please ask your child to share their thinking with you.
Friday, September 4, 2009
Math Curse
Are you a Jon Scieszka fan? He is a fabulous children's author with a quirky sense of humor. This morning we finished his picture book "Math Curse." The main character feels cursed when her teacher informs her that everything can be seen as a math problem! Suddenly there is math everywhere and she doesn't know what to do!
"Math Curse" is a fantastic book to read together with your child. There are many math challenges to enjoy. The level of the math varies so there is something for almost everyone. For example, the children might be challenged with a simple math word problem, or to recognize the Fibonacci Sequence. Check it out! You won't be disappointed.
P.S. Jon Scieszka and Lane Smith also worked together to create "Science Curse." I'm sure you'll love it.
"Math Curse" is a fantastic book to read together with your child. There are many math challenges to enjoy. The level of the math varies so there is something for almost everyone. For example, the children might be challenged with a simple math word problem, or to recognize the Fibonacci Sequence. Check it out! You won't be disappointed.
P.S. Jon Scieszka and Lane Smith also worked together to create "Science Curse." I'm sure you'll love it.
Thursday, September 3, 2009
Welcome to Third Grade!
We have successfully completed two days together! I have to tell you that your children are amazing! They have been working very hard to learn our routines and expectations. They have been incredibly respectful.
This morning we had a "person" scavenger hunt. The children walked around the room looking for people that fit a certain description. For example, they were challenged to find someone who ate toast for breakfast this morning. They also tried to find someone who was born in another state. Through this activity they were able to learn that we are very similar in some ways, but very different in others. Ask your child what they learned about a new friend.
Our math activity this morning was lots of fun! We learned that math is actually a science of patterns. The children were able to find patterns in their names when they plotted them on a grid. Some children finished early and were able to predict what pattern their last name might create. Look for their finished products hanging in our classroom on Curriculum Night.
This morning we had a "person" scavenger hunt. The children walked around the room looking for people that fit a certain description. For example, they were challenged to find someone who ate toast for breakfast this morning. They also tried to find someone who was born in another state. Through this activity they were able to learn that we are very similar in some ways, but very different in others. Ask your child what they learned about a new friend.
Our math activity this morning was lots of fun! We learned that math is actually a science of patterns. The children were able to find patterns in their names when they plotted them on a grid. Some children finished early and were able to predict what pattern their last name might create. Look for their finished products hanging in our classroom on Curriculum Night.
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