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Welcome. Parent Orientation Night August 7, 2012 text here…. About Mrs. Pugh. I have been teaching 4 th and 5 th grade for 14 years.

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Parent Orientation Night

August 7, 2012

text here…

about mrs pugh
About Mrs. Pugh
  • I have been teaching 4th and 5th grade for 14 years.
  • I graduated from the University of North Carolina at Wilmington with a undergraduate degree in Elementary Education and a minor in Psychology. I did my student teaching in a 4th grade class in Pender county where I was fortunate enough get a teaching position at the same school.
  • I moved to Craven County a year later where I fell in love with the year round schedule and AWE. I have five years of experience in 5th grade and the remaining experience in 4th grade. This is my first year of teaching third grade, but I am excited about the change.
  • I live in New Bern with my husband, my eight year old daughter, my Australian Sheppard and two cats.
  • In my spare time I like to work-out, take Zumba classes, go to the beach, read, and spend time with my friends and family.



Attendance Policy

  • 7:55- 2:45 If your child arrives after 8:05, they are considered tardy. Please walk them to the office and check them in.
  • Due to safety issues, there will be no early checkout after 2:15. See Parent Handbook for details.
  • All absences are unexcused until a note is received from a parent or guardian.

The Classroom rules are centered around AWE’s Core


Follow all directions.

Be respectful at all times.

Raise your hand and be patient.

Stay on-task.

Be prepared at all times.

Keep hands, feet, and objects to yourself.

Classroom Rules

  • AWE Core Values
  • Be Responsible
  • Be Respectful
  • Be Cooperative
  • Be Problem Solvers
  • Be Safe
  • Be Your Best

AWE Consequences

If a student chooses to break a rule:

1) Verbal Warning- Repeat and Redirect

2) Sign the Log- Logical Consequence- Time out in classroom

3) Bounce- Time-out in Buddy Class with a task.

Note or Phone call home.

4) Office Referral: Complete the task and Phone call home


Homework Policy

Weekly homework will consist of 30-45 minutes per night, normally Monday – Thursday. (Math practice, Spelling and finish any Science or SS that was not completed in class.)

Your child is also expected to read each night for a minimum of 20 minutes and complete the Reading Response sheet. Please review this document and sign the Communication Log daily.

If homework is not completed, please understand that your child will have to complete it in a Silent Lunch setting.

Homework is essential to practice and maintain skills that are covered in class.


Daily Schedule

  • Mrs. Pugh’s Third Grade Daily Schedule-
  • Monday, Tuesday, Wednesday, Friday
  • 8:00- 8:05- Unpack/Announcements/ Homework
  • 8:05-8:30- Writing Across the Curriculum
  • 8:30-9:00- Writing Mini lesson and Conferencing
  • 9:00-9:50- Reading Mini lesson/Reading Groups/Independent Reading
  • 9:50- 10:00- Working Snack
  • 10:00-11:00- Math
  • *10:00-10:45- Wednesday- Media
  • 11:00-12:00--Science/SS essential standards
  • 12:00-12:30-Lunch
  • 12:30-12:45- Classroom read aloud/ Record Homework
  • 12:45-1:15- Recess
  • 1:15-1:45-A-math
  • 1:45-2:30- SWAP
  • 2:30- Prepare to pack up and classroom read aloud.

Specials- Thursday

8:30-9:10- MUSIC- Angoco

9:15-9:55- Integration Remediation Skills- Frye

10:00- 10:45- ART- Cameron

10:50- 11:30- PE- Bulfer

11:30-12:00- Science/SS essential standards

12:00- 12:30- Lunch

12:30-12:45- Classroom read aloud/ Record Homework


1:15-1:45-A -Math


2:30- Pack up to dismiss


Contact Information

When emailing through our school email, please put the word parent as the subject.



I welcome parent visits to our classroom; however, all visitors MUST sign in using the computer system in front of the office prior to coming to the classroom.

Parent volunteers are needed for various classroom needs.

All volunteers must go through the volunteer process in order to chaperone any field trips.


Weekly Folders

  • Red weekly folders will be sent home every Thursday with the previous week’s work and other important papers.
  • Please review all graded work and assessments. If a student has a please correct and return on their paper, please have them make corrections on a separate piece of paper.
  • Please sign and return the signature page in the red folder and keep all work at home.

Know and apply grade-level phonics and word analysis skills in decoding words.

  • Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding.
  • Read on-level prose and poetry orally with accuracy, appropriate rate, and expression .
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Ask and answer questions to demonstrate understanding of a text.
  • Determine the main idea of a text.
  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • Distinguish point of view from that of the author, narrator of a text.
  • Use information gained from illustrations and the words in a text to demonstrate understanding of the text .
  • Describe the logical connection between particular sentences and paragraphs in a text.
  • Compare and contrast the most important points and key details presented in two texts on the same topic.
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  • Describe characters in a story and explain how their actions contribute to the sequence of events.
  • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
  • Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
  • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar character.
  • By the end of the year, read and comprehend informational text, literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently

Write opinion pieces on topics or texts, supporting a point of view with reasons.

  • Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • Conduct short research projects that build knowledge about a topic.
  • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Demonstrate the conventions of standard English grammar, capitalization, punctuation, and spelling and usage when writing.
common core math
Common Core Math
  • 3.NBT.2: Fluently add/subtract to 1,000.
  • 3.OA.1: Interpret products of whole numbers.
  • 3.NBT.3: Multiply one digit whole numbers by multiples of 10.
  • 3.OA.9: Use patterns of addition and multiplication using a table.
  • 3.MD.1: Tell and write time to the nearest minute. Measure time in intervals/minutes.
  • 3.OA.2: Interpret whole number quotients of whole numbers.
  • 3.OA.3: Use multiplication and division within 100 to solve word problems.
  • 3.OA.5: Apply properties of operations as strategies to multiply and divide.
  • 3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  • 3.OA.6: Understand division as an unknown-factor problem.
  • 3.OA.8: Solve two-step word problems using the four operations.
  • 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams and kilograms.
  • 3.OA.8:Solve two step word problems using the four operations.
  • 3.MD.5 (including A & B) Recognize area as an attribute of plane figures and understand concepts of area measurement.
  • 3.MD.6: Measure areas by counting unit squares.
  • 3.MD.7 (including A-D):Relate area to the operations of multiplication and addition.
  • 3.MD.8:Solve real world and mathematical problems involving perimeters of polygons.
  • 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.
  • 3.NF.3: Explain equivalence of fractions in special cases and compare fractions by reasoning their size.
  • 3.NF.2 (a-d):Understand a fraction as a number on the number line.
  • 3.OA.8: Solve two step  word problems  using the four operations.
  • 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories
  • 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
  • 3.G.2: Partition shapes into parts with equal areas.
  • 3.G.1: Understand that shapes in different categories may share attributes.
social studies essential standards
Social StudiesEssential Standards
  • 3.C & G1: Understand the development, structure, and function of local government.
  • 3. C & G.2: Understand how citizens participate in their communities.
  • 3.C.1: Understand how diverse cultures are visible in local and regional communities.
  • 3.E.1:  Understand how the location of regions affects activity in a market economy.
  • 3.E.2: Understand entrepreneurship in a market economy.
  • 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.
  • 3.H.1: Understand how events, individuals and ideas have influenced the history of local and regional communities.
  • 3.H.2: Use historical thinking skills to understand the context of events, people and places.

Science Essential Skills

  • 3.E.1: Recognize the major components in patterns observed in the earth, moon, sun system.
  • 3.P.1: Understand motion and factors that affect motion.
  • 3.P.2: Understand the structure and properties of matter before and after they undergo a change.
  • 3.P.3: Recognize how energy can be transferred from one object to another.
  • 3.E.2: Compare the structures of the earth’s surface using models or 3 dimensional diagrams.
  • 3.L.2: Understand how plants survive in their environments.
  • 3. L.1: Understand human body systems, and how they are essential for life: protection, movement and support.

1 to 1 Classroom

  • This year, third grade will be participating in the 1 to 1 classroom. (In the past this opportunity was only available to 4th and 5th grade.)
  • Each child will be assigned a netbook which will allow the students to increase their technology skills, as well as other grade level curriculum objectives.
  • There will be a small fee (to be determined later) to cover accidental insurance per school year for the use of the netbook for each child.
  • The students will be able to use these during the day at school for Math Facts in a Flash, IXL, AR tests, STAR tests, Spelling City, published writing tasks, taking notes and integrative multimedia projects.



Field Trips

***We will need chaperones for all field trips.

Some of the tentative field trips we have planned are Camp Don Lee, YMCA- Water Safety, The Opera, The Science and History Museum in Raleigh. Please look for the field trip letter that will be coming home in the upcoming weeks.

***All trips must be paid for in advance and the cost is non-refundable.

***All of these trips are tentative this year and may be canceled due to transportation costs and the nature of our economy.


Thank You

Remember that parents and teachers working together can make a world of difference in the lives of children.

I look forward to working with your child this year and seeing you again soon