Our class has been working on a new unit on fractions, called Fair Shares. Your child has been using fractions to make "fair shares" of things like paper "brownies" and pattern-block "cookies." By working with these materials, your child is learning 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
Wednesday, March 30, 2011
Word of the Week!
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.
Every week the class will vote on one word to highlight. This word 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 week's word is:
skitter: To move quickly and lightly
An old word I neglected to post is:
rural: having to do with the country
Every week the class will vote on one word to highlight. This word 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 week's word is:
skitter: To move quickly and lightly
An old word I neglected to post is:
rural: having to do with the country
Extra Help
This week I will hold an extra help session on Thursday afternoon(2:35-3:05). In order to best meet the needs of each child I will be choosing a focus for this session. This week we will focus on fractions. If your child needs or would like some extra practice in this area they are welcome to attend either or both days.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
Tuesday, March 29, 2011
Word Wall
We (finally) added to our Word Wall again this week! Our Word Wall consists of homophones that are commonly misspelled. A homophone is a word that sounds like another word, but has a different meaning and is spelled differently.
I updated a paper copy that was sent home. Keep it where your child does homework for easy reference. Once a homophone is on the Word Wall, I expect it to be spelled correctly in each child's work.
*You can also find a copy on our classroom website.
We learned two new sets:
it's - A contraction of it is
its - Used when an object goes with something else
***********************************
there - Refers to a certain location
their - Something belonging to a group of people
they're - A contraction of "they are"
I updated a paper copy that was sent home. Keep it where your child does homework for easy reference. Once a homophone is on the Word Wall, I expect it to be spelled correctly in each child's work.
*You can also find a copy on our classroom website.
We learned two new sets:
it's - A contraction of it is
its - Used when an object goes with something else
***********************************
there - Refers to a certain location
their - Something belonging to a group of people
they're - A contraction of "they are"
Friday, March 25, 2011
Spring Conferences
Technology is taking over! Hopefully using "Doodle" to sign up for conferences will simplify the process!
1. Click here to schedule your spring conference. Please note that I am attempting to schedule most of my conferences on Friday, April 8. However, if you are unable to schedule something that day, I would be happy to accomodate you in any way I can. Just email me separately.
2. You do not need to enter an email and password so skip the login. A
calendar will appear with times on April 8. Each time slot will have a select
button underneath. Find a time that works for you and select the
button underneath. You can only sign up for one time slot. In the row next to
your select button is a location for you to type your name. Then click SAVE.
3. You will receive a confirmation message. Click the return
to poll link to view your entry on the calendar.
4. You should see your name and OK in green. No one can select your slot
now that it has been entered.
DELETING OR EDITING A SELECTION
1. If you’d like to change your originally selected date, click the Delete an entry
link under Functions at the bottom of the webpage.
2. Click on the red X and choose the option: Yes, delete. Then Return to poll
to schedule a new date or time using the directions above.
I look forward to meeting with you!
1. Click here to schedule your spring conference. Please note that I am attempting to schedule most of my conferences on Friday, April 8. However, if you are unable to schedule something that day, I would be happy to accomodate you in any way I can. Just email me separately.
2. You do not need to enter an email and password so skip the login. A
calendar will appear with times on April 8. Each time slot will have a select
button underneath. Find a time that works for you and select the
button underneath. You can only sign up for one time slot. In the row next to
your select button is a location for you to type your name. Then click SAVE.
3. You will receive a confirmation message. Click the return
to poll link to view your entry on the calendar.
4. You should see your name and OK in green. No one can select your slot
now that it has been entered.
DELETING OR EDITING A SELECTION
1. If you’d like to change your originally selected date, click the Delete an entry
link under Functions at the bottom of the webpage.
2. Click on the red X and choose the option: Yes, delete. Then Return to poll
to schedule a new date or time using the directions above.
I look forward to meeting with you!
Monday, March 21, 2011
Estimation Jar
As you may know, third grade mathematicians have been practicing their estimation skills. This week Joshua filled the Estimation Jar with toy cars. Throughout the week children wrote their estimates on scrap paper and submitted them to the Star Box.
Together we went through the estimates and rounded each to the nearest ten. Irene helped us to place the numbers on the line plot.
This week we noticed that the mode was 30 and 40. The range was 70. The actual number of toy cars in the jar was 39, so our estimating skills are improving!
Sunday, March 20, 2011
Challenge #8 Culture
*Introduced in 1963, it was a huge fad of the 1960s and 1970s when millions were sold; it became popular again in the late 1990s.
*It is a capped glass container holding two compounds that are similar in density and don't mix, with a source of light and heat at the bottom.
*When the unit is turned off and becomes cold, the denser compound sinks to the bottom in a hard, waxy, flat lump.
*With heat, the denser compound liquefies and expands, becoming less dense than the water, and it slowly rises to the surface.
*The risen blobs of compound cool when away from the source of heat, and they fall back to the bottom, to continue the process of rising and falling until the device is turned off.
*It is a capped glass container holding two compounds that are similar in density and don't mix, with a source of light and heat at the bottom.
*When the unit is turned off and becomes cold, the denser compound sinks to the bottom in a hard, waxy, flat lump.
*With heat, the denser compound liquefies and expands, becoming less dense than the water, and it slowly rises to the surface.
*The risen blobs of compound cool when away from the source of heat, and they fall back to the bottom, to continue the process of rising and falling until the device is turned off.
Answer: Challenge #7 Sports
*This sport is most popular in Spain, Japan and India; it is relatively new to the United States.
*It is also a schoolyard game that vividly distinguishes the limber from the sluggish; school districts in New York, Virginia, Utah and Texas have recently banned it because it is too brutal.
*Kicking the ball is off-limits; any attempt that strikes a player above the shoulders is illegal, and the thrower is called out.
*Known also as "killer ball" or "bombardment," a player is called out when struck by a ball before it touches the ground, or if a thrower's attempt is caught by a player of the opposing team before it hits the ground.
*The winner of the game is the team that has the most players left when the final whistle blows; in case of a tie, a three-minute overtime is called.
Answer: Dodgeball
*It is also a schoolyard game that vividly distinguishes the limber from the sluggish; school districts in New York, Virginia, Utah and Texas have recently banned it because it is too brutal.
*Kicking the ball is off-limits; any attempt that strikes a player above the shoulders is illegal, and the thrower is called out.
*Known also as "killer ball" or "bombardment," a player is called out when struck by a ball before it touches the ground, or if a thrower's attempt is caught by a player of the opposing team before it hits the ground.
*The winner of the game is the team that has the most players left when the final whistle blows; in case of a tie, a three-minute overtime is called.
Answer: Dodgeball
No "Extra Help" This Week!
No worries! I will still help your child as much as they need during the school day, but due to MCAS I will give the kids time off before and after school. I will start up again next week. :o)
MCAS Week!
As many of you know, the Reading MCAS begins this week. We will have a brief practice test on Monday. This is fairly short and simply gives the children an exposure to the experience.
The actual test will be administered on Wednesday, March 23 and Thursday, March 24 at 9:00am. The test is created to take about 60 minutes. Some children will be done sooner, and others will take longer. The test is untimed, so the children can take as long as they need.
I am asking all students to be in bed by 8:00 the nights before the test. Please help your children follow this guideline. In addition, all children should eat a healthy breakfast before coming to school each test day.
The children will be invited to enjoy the snacks that our wonderful room parents are working to arrange. They will be encouraged to eat lightly when they get to school. After all children have completed the test, they will also be able to eat an "extra" snack and relax for a short time. The children will also get extra recess each test morning in order to run off any extra steam.
This week will look different in terms of homework. Written homework will not be assigned. In addition, the timed quizzes will be given on Tuesday and Friday. Your children should continue to read (or be read to) for at least 20 minutes each night.
Most importantly, I do not want your children to feel stressed about MCAS. It is important that they know we believe they will do well. Please encourage them to work hard and do their best. However, also remind them that no matter how they do on MCAS, we know they are smart children!
Thanks for your cooperation. Don't hesitate to contact me with any questions or concerns you may have.
The actual test will be administered on Wednesday, March 23 and Thursday, March 24 at 9:00am. The test is created to take about 60 minutes. Some children will be done sooner, and others will take longer. The test is untimed, so the children can take as long as they need.
I am asking all students to be in bed by 8:00 the nights before the test. Please help your children follow this guideline. In addition, all children should eat a healthy breakfast before coming to school each test day.
The children will be invited to enjoy the snacks that our wonderful room parents are working to arrange. They will be encouraged to eat lightly when they get to school. After all children have completed the test, they will also be able to eat an "extra" snack and relax for a short time. The children will also get extra recess each test morning in order to run off any extra steam.
This week will look different in terms of homework. Written homework will not be assigned. In addition, the timed quizzes will be given on Tuesday and Friday. Your children should continue to read (or be read to) for at least 20 minutes each night.
Most importantly, I do not want your children to feel stressed about MCAS. It is important that they know we believe they will do well. Please encourage them to work hard and do their best. However, also remind them that no matter how they do on MCAS, we know they are smart children!
Thanks for your cooperation. Don't hesitate to contact me with any questions or concerns you may have.
Thursday, March 17, 2011
Irish Step Dancing
Thanks so much to Matthew W.'s sister Tess, (Mrs. Sullivan's former first grade student :o) for coming in to share her talent with us this morning! She taught us about Irish Step Dancing and Irish culture. She even danced to two songs for us. She danced a slip jig to "The Butterfly" and she did another dance to a song called "St. Patrick's Day."
We learned many things from her:
*Female Irish Step Dancers wear special dresses to perform. They are very exquisite and very expensive.
*Girls wear two different types of shoes. One type is a soft shoe, they used to be called ghillies. They have a lot of laces and have a wooden panel on the bottom. The other type of shoe is called the hard shoe. Many people put duct tape on the bottom because the fiberglass bottom can be slippery.
*Male Irish Step Dancers wear different costumes. They wear special shoes, vests and a tie.
*St. Patrick was not actually born in Ireland. He was kidnapped and brought to Ireland to be a slave. Eventually he became a priest, then a bishop. He traveled around Ireland teaching about Christianity.
*The Irish Bible is called The Book of Kells. Some people used to think it was written by angels because even after people studied it closely, they couldn't find one mistake in it.
Thanks again to Tess for visiting. We learned a lot from you!
Click here to see some photographs from the presentation.
We learned many things from her:
*Female Irish Step Dancers wear special dresses to perform. They are very exquisite and very expensive.
*Girls wear two different types of shoes. One type is a soft shoe, they used to be called ghillies. They have a lot of laces and have a wooden panel on the bottom. The other type of shoe is called the hard shoe. Many people put duct tape on the bottom because the fiberglass bottom can be slippery.
*Male Irish Step Dancers wear different costumes. They wear special shoes, vests and a tie.
*St. Patrick was not actually born in Ireland. He was kidnapped and brought to Ireland to be a slave. Eventually he became a priest, then a bishop. He traveled around Ireland teaching about Christianity.
*The Irish Bible is called The Book of Kells. Some people used to think it was written by angels because even after people studied it closely, they couldn't find one mistake in it.
Thanks again to Tess for visiting. We learned a lot from you!
Click here to see some photographs from the presentation.
Wednesday, March 16, 2011
Time for Kids
Each week we get a kid-friendly edition of Time magazine called Time for Kids (TFK). This week we read an article about preventing hearing loss.
After reading, Room 221 students identified the main idea of the article. The main idea is the "big idea." It's what the author wants you to know. The main idea of this article is, "Listening to loud sounds can make your hearing go bad."
Room 221 also identified the supporting details. We have learned that the details are focused on the main idea. They are important to help you understand it. Some of the supporting details that helped us to understand this article are:
1. Sounds that are 85 decibels and above can be harmful.
2. Ambulance sirens heard up close can cause damage.
3. Rock concerts put you at risk for hearing loss.
Ask your third grade reader about the article. You can also sit down and enjoy the issue together! It should be in their folder when they come home this afternoon. Or you can check out this website for more interesting resources.You can click on TweenZone for age appropriate facts and games, or Other Cool Stuff for informative videos.
After reading, Room 221 students identified the main idea of the article. The main idea is the "big idea." It's what the author wants you to know. The main idea of this article is, "Listening to loud sounds can make your hearing go bad."
Room 221 also identified the supporting details. We have learned that the details are focused on the main idea. They are important to help you understand it. Some of the supporting details that helped us to understand this article are:
1. Sounds that are 85 decibels and above can be harmful.
2. Ambulance sirens heard up close can cause damage.
3. Rock concerts put you at risk for hearing loss.
Ask your third grade reader about the article. You can also sit down and enjoy the issue together! It should be in their folder when they come home this afternoon. Or you can check out this website for more interesting resources.You can click on TweenZone for age appropriate facts and games, or Other Cool Stuff for informative videos.
Second Step: Unit Three
Our class has begun the third and final unit of the Second Step curriculum. It focuses on anger management. Lessons do not teach that feeling angry is bad. But they do teach that how one acts when angry is critical. The anger-management steps children will learn and practice are designed to help them recognize, understand, and manage their anger. Here is an example of how you might practice these steps with your child at home.
You hear a shriek from the family room. You find your child near tears because Henry, the family dog, just ran through your child's board game. You say, "Remember to stop and think. Ask yourself how your body feels. I can tell that you're angry. Calm down. Remember what you said to yourself when you needed to calm down the other day? Try saying those things again. Now that you're calm, let's go through the problem-solving steps you learned to see if we can keep Henry from messing up your game next time.
A copy of the poster "What to Do When You are Angry" used in the classroom will come home tomorrow. Feel free to post it where your child can access it.
At-home activity idea: Write each of the calming-down methods on a small piece of paper. Fold each piece and place them in a container. Present your child with a pretend situation that might cause him or her to become angry (such as a sibling taking the last cookie). Your child then draws a piece of paper from the container and shows you how to use that particular calming down method.
Please contact me if you have any questions about anger-management skills or the Second Step program.
You hear a shriek from the family room. You find your child near tears because Henry, the family dog, just ran through your child's board game. You say, "Remember to stop and think. Ask yourself how your body feels. I can tell that you're angry. Calm down. Remember what you said to yourself when you needed to calm down the other day? Try saying those things again. Now that you're calm, let's go through the problem-solving steps you learned to see if we can keep Henry from messing up your game next time.
A copy of the poster "What to Do When You are Angry" used in the classroom will come home tomorrow. Feel free to post it where your child can access it.
At-home activity idea: Write each of the calming-down methods on a small piece of paper. Fold each piece and place them in a container. Present your child with a pretend situation that might cause him or her to become angry (such as a sibling taking the last cookie). Your child then draws a piece of paper from the container and shows you how to use that particular calming down method.
Please contact me if you have any questions about anger-management skills or the Second Step program.
Needham Unplugged
There is no written homework tonight in honor of Needham Unplugged. If you haven't heard about it, check out this link today!
Tuesday, March 15, 2011
Multiplication Challenge
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?
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?
Monday, March 14, 2011
Word of the Week!
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.
Every week the class will vote on one word to highlight. This word 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 week's word is:
regal: royal; having to do with royalty
Every week the class will vote on one word to highlight. This word 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 week's word is:
regal: royal; having to do with royalty
Sunday, March 13, 2011
Challenge #7: Sports
*This sport is most popular in Spain, Japan and India; it is relatively new to the United States.
*It is also a schoolyard game that vividly distinguishes the limber from the sluggish; school districts in New York, Virginia, Utah and Texas have recently banned it because it is too brutal.
*Kicking the ball is off-limits; any attempt that strikes a player above the shoulders is illegal, and the thrower is called out.
*Known also as "killer ball" or "bombardment," a player is called out when struck by a ball before it touches the ground, or if a thrower's attempt is caught by a player of the opposing team before it hits the ground.
*The winner of the game is the team that has the most players left when the final whistle blows; in case of a tie, a three-minute overtime is called.
*It is also a schoolyard game that vividly distinguishes the limber from the sluggish; school districts in New York, Virginia, Utah and Texas have recently banned it because it is too brutal.
*Kicking the ball is off-limits; any attempt that strikes a player above the shoulders is illegal, and the thrower is called out.
*Known also as "killer ball" or "bombardment," a player is called out when struck by a ball before it touches the ground, or if a thrower's attempt is caught by a player of the opposing team before it hits the ground.
*The winner of the game is the team that has the most players left when the final whistle blows; in case of a tie, a three-minute overtime is called.
Extra Help
I will continue to hold extra help sessions on Tuesday mornings (7:50-8:20)and Thursday afternoons (2:35-3:05). In order to best meet the needs of each child I will be choosing a focus for each session. This week we will focus on division. If your child needs or would like some extra practice in this area they are welcome to attend either or both days.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
Answer: Challenge #6 Places
*The landscape of this country includes mountains, active volcanoes, geysers, hot springs, fiords, lakes, rainforests and large grassy plains.
*Composed of the North and South Islands and a number of smaller islands, it is located in the southern Pacific Ocean; its coastline is 9,824 miles long.
*South Island's Southern Alps, which are larger than the European Alps, contain glaciers on which people enjoy skiing.
*The capital of the country is Wellington, which is the southernmost capital city in the world.
*The first inhabitants, the Maori, were Polynesians who arrived around 800 A.D.
*Kiwi birds, the national symbol, are flightless, about the size of a chicken, and have hair-like feathers.
Answer: New Zealand
*Composed of the North and South Islands and a number of smaller islands, it is located in the southern Pacific Ocean; its coastline is 9,824 miles long.
*South Island's Southern Alps, which are larger than the European Alps, contain glaciers on which people enjoy skiing.
*The capital of the country is Wellington, which is the southernmost capital city in the world.
*The first inhabitants, the Maori, were Polynesians who arrived around 800 A.D.
*Kiwi birds, the national symbol, are flightless, about the size of a chicken, and have hair-like feathers.
Answer: New Zealand
Tuesday, March 8, 2011
Internet Safety
Mrs. Martell came to Room 221 today to teach us about being safe on the internet.
The most important things we learned are:
*Don't tell any personal information on the internet.
*Do not use any personal information as your user name.
*Do not tell ANYONE your password or user name! (Except your parents or an adult family member.)
*If you are online and a stranger asks you a personal question or anybody says anything that makes you uncomfortable, immediately get off the computer and tell an adult member of your family.
*Do not trust emails or pop ups that say you just won something cool! They just want to get your personal information or give you a virus.
*If a stranger sends a message asking you to meet them somewhere, DO NOT GO and immediately tell an adult member of your family!
*Keep magnets, food and drink away from computers!
Written by Room 221 students
The most important things we learned are:
*Don't tell any personal information on the internet.
*Do not use any personal information as your user name.
*Do not tell ANYONE your password or user name! (Except your parents or an adult family member.)
*If you are online and a stranger asks you a personal question or anybody says anything that makes you uncomfortable, immediately get off the computer and tell an adult member of your family.
*Do not trust emails or pop ups that say you just won something cool! They just want to get your personal information or give you a virus.
*If a stranger sends a message asking you to meet them somewhere, DO NOT GO and immediately tell an adult member of your family!
*Keep magnets, food and drink away from computers!
Written by Room 221 students
Monday, March 7, 2011
Message from Suzanne
This message was posted in last week's bulletin. It's one that parents sometimes miss, so I thought I would post it just in case.
Dear Eliot Parents,
It is the time of year when we begin thinking about class placements for next year. The process of building new classes is one of the most complex, sensitive, and challenging activities we undertake as a school staff.
Placement decisions are the responsibility of committees working to insure that all-important information about each child is considered in constructing classroom groups for the coming year. The committee consists of sending teachers (your child’s current teacher), receiving teachers, guidance, Title I, special education teachers, the reading specialist, and the principal. The entire process takes more than two months time to complete.
How Placement Works:
In April, sending teachers will meet to discuss their present classes. At that time, the information from special education staff is included and preliminary lists are drawn up. Our system-wide guidelines state that teachers must prepare classes that meet the following criteria:
*to build a distribution of children that is balanced with respect to social, physical, and academic potential to balance girl/boy ratios in each classroom to consider peer relationships that support an optimal learning environment to achieve an equitable teacher/pupil ratio
The Parental Role: The primary goal of placement is to construct balanced classes. We are unable to honor requests for specific teachers. To make such requests further complicates the process. If you feel that there are special or unusual circumstances that your child’s current teacher is not aware of, you are encouraged to bring that information forward in a letter to me.
While we value your ideas and wish to make the very best placement for your child, we must emphasize the need to make decisions that benefit the entire group of children in a classroom.
Any information, in the form of a letter, must be received by Friday, April 15th - the last day of school, before April school vacation.
We appreciate your support in our efforts to construct the best possible classroom units as we plan for the 2011-2012 school year!
Class placements will be mailed at the beginning of July. Suzanne
Dear Eliot Parents,
It is the time of year when we begin thinking about class placements for next year. The process of building new classes is one of the most complex, sensitive, and challenging activities we undertake as a school staff.
Placement decisions are the responsibility of committees working to insure that all-important information about each child is considered in constructing classroom groups for the coming year. The committee consists of sending teachers (your child’s current teacher), receiving teachers, guidance, Title I, special education teachers, the reading specialist, and the principal. The entire process takes more than two months time to complete.
How Placement Works:
In April, sending teachers will meet to discuss their present classes. At that time, the information from special education staff is included and preliminary lists are drawn up. Our system-wide guidelines state that teachers must prepare classes that meet the following criteria:
*to build a distribution of children that is balanced with respect to social, physical, and academic potential to balance girl/boy ratios in each classroom to consider peer relationships that support an optimal learning environment to achieve an equitable teacher/pupil ratio
The Parental Role: The primary goal of placement is to construct balanced classes. We are unable to honor requests for specific teachers. To make such requests further complicates the process. If you feel that there are special or unusual circumstances that your child’s current teacher is not aware of, you are encouraged to bring that information forward in a letter to me.
While we value your ideas and wish to make the very best placement for your child, we must emphasize the need to make decisions that benefit the entire group of children in a classroom.
Any information, in the form of a letter, must be received by Friday, April 15th - the last day of school, before April school vacation.
We appreciate your support in our efforts to construct the best possible classroom units as we plan for the 2011-2012 school year!
Class placements will be mailed at the beginning of July. Suzanne
Estimation Jar
As you may know, third grade mathematicians have been practicing their estimation skills. This week Janyla filled the Estimation Jar with packets of Hershey Kisses. Throughout the week children wrote their estimates on scrap paper and submitted them to the Star Box.
Together we went through the estimates and rounded each to the nearest ten. Brennan helped us to place the numbers on the line plot.
This week we noticed that the mode was 40. The actual number of packets in the jar was 35, so our estimating skills are improving!
Poetry Friday
Do you love poetry? Room 221 does! We have read Sharon Creech's "Love That Dog" - a novel written in poetry. The kids enjoyed it so much, we went on to read the sequel, "Hate That Cat."
I can't resist giving in to a love of our third grade community, so Friday mornings have become Poetry Fridays! Each Friday the children will walk in to find baskets of poetry on the rug. They can choose from each of these baskets and read by themselves or with a partner. I hope to build the excitement by adding to our collection with anthologies I find at the library. If you have any treasured poetry books at home that you would like to contribute, we would gladly borrow them.
Here's what your children had to say about Poetry Friday:
"It helps me read more poetry."
It helped me find good poetry books."
"It was fun! We could laugh and enjoy a good book."
"It was fun getting to read with our friends."
"It was a nice break from unfinished work."
Click here to see photographs from our first Poetry Friday!
I can't resist giving in to a love of our third grade community, so Friday mornings have become Poetry Fridays! Each Friday the children will walk in to find baskets of poetry on the rug. They can choose from each of these baskets and read by themselves or with a partner. I hope to build the excitement by adding to our collection with anthologies I find at the library. If you have any treasured poetry books at home that you would like to contribute, we would gladly borrow them.
Here's what your children had to say about Poetry Friday:
"It helps me read more poetry."
It helped me find good poetry books."
"It was fun! We could laugh and enjoy a good book."
"It was fun getting to read with our friends."
"It was a nice break from unfinished work."
Click here to see photographs from our first Poetry Friday!
Extra Help
I will continue to hold extra help sessions on Tuesday mornings (7:50-8:20)and Thursday afternoons (2:35-3:05). In order to best meet the needs of each child I will be choosing a focus for each session. This week we will focus on multiplication. If your child needs or would like some extra practice in this area they are welcome to attend either or both days.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
I am happy to see as many children who are interested. I only ask that you notify me to let me know that your child is coming.
Word of the Week!
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.
Every week the class will vote on one word to highlight. This word 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 week's word is:
onomatopoeia - a word that says the sound of a noise
Every week the class will vote on one word to highlight. This word 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 week's word is:
onomatopoeia - a word that says the sound of a noise
Friday, March 4, 2011
Gymnastics!
This week in p.e. was our first week of gymnastics! Some of us got to somersault around a high bar. If you want to go on the high bar, you have to take a test. First, you started on the low bar, then moved to the medium bar. Ultimately, Mr. Brenheiser spotted you on the high bar. After that, you would choose if you wanted a spotter or not. It was a great time!
Written by Room 221 Writers
***The FCAs for this week's reflection letter are:
2 paragraphs - This should include a response to the last letter you wrote to them and a second paragraph explaining something new they wrote this week.
3 strong words - Third grade writers should choose their words carefully to be as strong and precise as possible. Notice the words spotter, ultimately and somersault in the paragraph above.
Looks right/Sounds right - Third grade writers should edit their letters carefully so that there are no missing words, words are spelled correctly (or very challenging words "look right") and capitals and punctuation are in the right place. The kids saw me reread this paragraph several times to adjust the verb tenses.
Look for these qualities in your child's letter this week!
Written by Room 221 Writers
***The FCAs for this week's reflection letter are:
2 paragraphs - This should include a response to the last letter you wrote to them and a second paragraph explaining something new they wrote this week.
3 strong words - Third grade writers should choose their words carefully to be as strong and precise as possible. Notice the words spotter, ultimately and somersault in the paragraph above.
Looks right/Sounds right - Third grade writers should edit their letters carefully so that there are no missing words, words are spelled correctly (or very challenging words "look right") and capitals and punctuation are in the right place. The kids saw me reread this paragraph several times to adjust the verb tenses.
Look for these qualities in your child's letter this week!
Thursday, March 3, 2011
Fact and Opinion
As we read and write non-fiction texts, (we begin writing feature articles next week) 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)
Wednesday, March 2, 2011
Estimation Jar
As you may know, third grade mathematicians have been practicing their estimation skills. This week Matt filled the Estimation Jar with M & Ms. Throughout the week children write their estimates on scrap paper and submit them to the Star Box.
Together we go through the estimates and round each to the nearest ten (or hundred - depending on the estimates). The estimates are placed on the line plot.
This week was our biggest line plot yet because the numbers were all spread out. This line plot had the biggest range. So we think we need to get better at estimating. Here's a tip: Counting a group of ten really helps you estimate. We hope we estimate more carefully next week.
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