Osborne Elementary School Welcome to Third Grade Parent Orientation Night!

1. Osborne Elementary SchoolWelcome to Third Grade Parent Orientation Night!

2. Introductions • Mrs. Liz Foley • Miss Jenielle Johnson • Miss Kylie LaSota • Mrs. Claudia Scanlon • Mrs. Cathy Villacis • Mrs. Barbara Mellett

3. Overview - Miss Kylie LaSota

4. Tonight’s Schedule • 6:30 – 7:30 Cafeteria • General Information • Overview of Language Arts, Science, Math, Social Studies • 7:30 – 8:00 – Third Grade classrooms • Meet and greet • Visit your child’s classroom(s) • Ask general questions

5. We’ve had a great start to the year. Thank you everyone!

6. Third Grade Schedule 8:40 Tardy bell 8:45 – 9:10 Homeroom/Morning Meeting 9:10 – 10:55 Language Arts 10:55 – 11:40 Specials 11:45 – 12:00 Teacher’s Choice 12:05 – 12:35 Lunch 12:40 – 1:05 Recess 1:10 – 2:10 Math 2:15 – 3:15 Science/Social Studies/Specials 3:15 – 3:25 Organizational Time 3:30 Dismissal

7. PowerGrade • Allows you to view your child’s language arts and math grades on-line • You should have received your child’s password and an informational packet in the mail. Please let us know if you did not receive this.

8. Quaker Valley Grading Scale 98 - 100 A+ 93 - 97 A 90 - 92 A- 87 - 89 B+ 83 - 86 B 80 - 82 B- 77 - 79 C+ 73 - 76 C 70 - 72 C- 65 - 69 D 64 and below F

9. Homework • Assigned Monday through Thursday • Should take between 30 – 45 minutes • We try to post on our websites • We encourage you to help your child with homework, but if he/she is really struggling, let us know with a little note.

10. Student Planners • Students record their homework daily at the beginning of their classes. • They should be taking them home every day so that they use them to remind themselves of the homework. • Please check and sign your child’s planner. • Some common acronyms we use: H.L. = Home Link N.L.P. = Nightly Literacy Practice

11. Birthdays No Food Please!

12. Classroom Donations

13. Language Arts - Miss Jenielle Johnson

14. Third Grade Language Arts The topics I will discuss: The components of Language Arts Comprehension Strategies Assessments and Differentiation: using assessment to drive instruction The Daily Five: a management system that allows for more reading and more differentiation Word Study What you can do at home

15. Reading / Language Arts Program COMPONENTS • Grammar • Listening and Speaking • Research and Informational Skills • Phonemic Awareness • Comprehension • Vocabulary • Fluency • Writing

16. Strategies Good Readers Use to Comprehend • Use Decoding / Phonics • Make and Confirm Predictions • Create Mental Images • Self-Question • Summarize • Read Ahead • Reread to Clarify • Use Context to Confirm Meaning • Adjust Reading Rate

17. Assessments – multiple, ongoing We will review at parent conferences

18. One Child at a Time • Differentiated Instruction - Using assessment and data to inform instruction. Children receive instruction that meets their individual needs in ways that match their learning style and interests. • Kids are not all doing the same thing at the same time.

19. Management Framework “The Daily 5” • This management system helps the teacher facilitate small group instruction and promotes student ownership and responsibility. • August and September – teaching kids to be independent readers • Book boxes and book room • Research about becoming a better reader: kids read on average 7 min. a day in school • Even more than a management system, it is a structure that will help students develop the daily habits of reading, writing and working with peers that will lead to a lifetime of independent literacy.

20. The Daily Five Research Base • Read to Yourself • The best way to become a better reader is to practice each day, with books you choose, on your just-right reading level. It soon becomes a habit. • “Stamina” – refers to the length of time the student can work independently (ex – read to self for 8 minutes) • Read to Someone • Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community.

21. The Daily Five Research Base (cont.) • Work on Writing • Just like reading, the best way to become a better writer is to practice writing each day. • Listen to Reading • We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and becoming better readers. • Word Work/Word Study • Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers.

22. Developmental Spelling – Words Their Way • Students are assessed to find their developmental levels for spelling, & then we’ll form small groups. • Students will sort words weekly, always searching for patterns and rules, and then applying them to new words and their writing. • Word study tests and homework routines may be somewhat different than in the past. (Transfer words) • Look for your child’s words in a baggie attached to his/her agenda.

23. Types of Writing Personal Narrative How-to-Essay Persuasive Compare and Contrast Research Report Expressive Writing

24. Writing/Grammar • Grammar skills (parts of speech, sentence types and mechanics) will be taught, assessed and applied to writing.

25. Research and Information Skills Students engage in a full theme’s worth of instruction in all stages of writing a research report, including gathering information, note-taking, outlining, drafting, revising, and publishing.

26. What to do at home • Continue to read with your child. Talk to him/her about words and ideas in books. • Visit the library on a regular basis to make books a regular part of children's lives. • Show children that you read books and magazines for information and enjoyment. • Listen to the stories children write, as well as their jokes or riddles. Encourage them to write down their ideas. • Play word games such as Boggle or Scrabble with your child.

27. Math - Mrs. Liz Foley

28. The topics I will discuss: The big idea: How math is taught Components of a lesson Expectations: What should children master this year? Assessments How you can support your child in math this year

29. How Math is Taught • Problem-solving approach • Children bring a lot of knowledge with them. • We try to connect to what they already know using real world situations. • Then we build on their knowledge using visual and kinesthetic models to make the abstract concrete. • We encourage them to grapple! • We expect them to share their strategies for solving problems. (This not only widens everyone’s understanding, but it helps to work on building their mathematical communication skills.) • We teach procedural knowledge AFTER we explore their methods and understandings.

30. Example: Multiplication

31. Components of a Lesson • Part 1- Teaching the Lesson - Whole Class • Mental math

32. Mental math (from lesson 1.11) Put these numbers in order from smallest to largest: 27,590 20,509 29,700 10,055 10,550 10,505

33. Mental Math (from lesson 8.8) 1 minute = ________ seconds 1 hour = ________ minutes 1/2 hour = ________ minutes 1/4 hour = ________ minutes 2/4 hour = ________ minutes 3/4 hour = ________ minutes 1/3 hour = ________ minutes 1/12 hour = ________ minutes 1/6 hour = ________ minutes

34. Components of a Lesson • Part 1- Teaching the Lesson - Whole Class • Mental math • Math message • Whole class discussion • problem solving – individual, partner, or small group

35. Part 2 – Ongoing Learning and Practice– partners, individual, or small groups • Math Boxes • Games • Writing

37. Some Favorite Games: Top-It Name That Number Baseball Multiplication All are found in the Reference Book and can be played with minimal supplies (could be adapted at home for extra practice)

38. Components of a Lesson • Part 3 – Differentiated Options • Readiness Activities • Enrichment Activities

39. Certain skills are emphasized in each unit, but we’re always revisiting & practicing all of the skills. • Unit 1 – Routines, Review, & Assessment • Unit 2 – Addition and Subtraction of Whole Numbers • Unit 3 – Linear Measures and Area • Unit 4 – Multiplication and Division • Unit 5 – Place Value in Whole Numbers & Decimals • Unit 6 – Geometry • Unit 7 – Multiplication & Division • Unit 8 – Fractions • Unit 9 – Multiplication and Division • Unit 10 – Measurement & Data • Unit 11 - Probability

40. What should third graders be able to do in math by the end of third grade? Make change for an amount up to $5.00 with no more than $2.00 change given. Know all multiplication facts from 0 x0 through 10 x 10 Create or match a story to a given combination of symbols (+, -, x, <, >, =) and numbers Interpret bar graphs, tables and charts and be able to analyze the data using the concepts of largest, smallest, most often, least often, and middle.

41. Assessment Ongoing, daily checks for mastery “Part A” – students should have mastery of these items “Part B” – skills that are still developing Open-Ended Slate/Oral Assessments Self-assessments Games, writing, quizzes

42. How to support your child “Family Letters” Make visual connections when possible. Encourage estimation. Homework – Read the note at the top to see what we’re working on. Homework Help – write a brief note to let us know if your child struggled Rehearse the facts – Just before going to bed Encourage your child to talk about how and why they figured something out.

43. Science and Social Studies – Mrs. Claudia Scanlon

44. Social StudiesCommunities Around Us • Map Skills • Learning About Communities • What is a community? • Work in communities • Different Kinds of Places • Rural, urban, and suburban communities • People and Citizenship • Government at work • Constitution • Our national capital

45. Social StudiesCommunities Around Us • Pennsylvania • history, geography, economics • Junior Achievement • Morning Meeting - Current Events

46. ASSET Science 3 Units • Plant Growth and Development • Rocks and Minerals • Chemical Tests

47. Science Content Plant Growth and Development Unit Student will plant and track the growth of the Wisconsin Fast Plant from seed to seed The Big Ideas: • Plants have parts that have a specific function • There is an interdependency between bees and plants

48. Science Content Rocks and Minerals Unit • Like a geologist, students will discover the properties of a collection of rocks and also investigate the properties of a set of minerals by conducting systematic tests, such as magnetism, luster, & hardness tests. The Big Ideas: • The properties of rocks give clues to how they were formed • The properties of minerals determine how they are used, and they’re used everywhere, all around us!

49. Science Content Chemical Tests Unit Through a series of tests, students will systematically uncover the identity of 5 white household powders. The Big Ideas: • All chemicals have unique physical and chemical properties that identify them • The properties of chemicals determine how they are used

50. Health - Making Healthy Choices • Conflict Situations and Strategies to Resolve • Safety - fire, first aid, home alone, outdoor, at-home, car, bike, animals • Communicable Diseases and Hygiene • Drugs - definitions, such as OTC, prescription, misuse & abuse, saying no • Circulatory System - physiology, healthy hearts, heart disease