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Third Grade. Houghton Mifflin Theme 5 Launch: Voyagers – focus on biography. Houghton/Mifflin Themes Grade 3. Theme 1: Off to Adventure! Adventures Exploring Heroes Journeys Theme 2: Celebrating Traditions Focus on Trickster Tales Theme 3: Incredible Stories

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third grade

Third Grade

Houghton Mifflin Theme 5 Launch:

Voyagers – focus on biography

houghton mifflin themes grade 3
Houghton/Mifflin ThemesGrade 3
  • Theme 1: Off to Adventure!
    • Adventures
    • Exploring
    • Heroes
    • Journeys
  • Theme 2: Celebrating Traditions
    • Focus on Trickster Tales
  • Theme 3: Incredible Stories
  • Theme 4: Animal Habitats
  • Theme 5: Voyagers**
    • Focus on Biography
  • Theme 6: Smart Solutions
grade 3 ela standard
Grade 3 ELA Standard

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.

Structural Features of Informational Materials

2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

2.3 Demonstrate comprehension by identifying answers in the text.

2.5 Distinguish the main idea and supporting details in expository text.

2.6 Extract appropriate and significant information from the text, including problems and solutions.

2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

grade 3 h ss standards
Grade 3 H/SS Standards

Continuity and Change

Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.

connections grade 3 theme 5 voyagers
Connections! – Grade 3; Theme 5 Voyagers

Research it!

Information Literacy Standards

1 The student who is information literate accesses information efficiently and effectively.

3 The student who is information literate uses information accurately and creatively.

HSS3.4.6 Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

starting the research 3
Starting the Research (3)
  • Introducing the Super3 – the young students’ version of Eisenberg and Berkowitz’ Big 6.

Step 1 = Plan (beginning)

Step 2 = Do (middle)

Step 3 = Review (end)

step one plan 3
Step One: Plan (3)
  • Plan (Beginning) is the important first step of the Super3, and it is a step that students do not always take naturally. More often, they jump right into the middle and begin doing their assignments. The key is getting them to understand its importance. When kindergartners are given a picture to color, spend a moment with them discussing the step that they take in choosing colors. What are they doing when they choose a blue crayon for the sky? They are planning how they will tackle the assignment to achieve the desired effect. This is really no different from a twelfth grader planning which resources she will consult first when writing her term paper about Hamlet. Helping your students begin to think in terms of process creates the foundation for educational success throughout their school career.
step 1 plan 3
Step 1 – Plan (3)
  • Students will do a mini research on a person in history from HSS standard 3.4.6. The people of importance are:
      • Hutchinson, Anne
      • Franklin, Benjamin
      • Jefferson, Thomas
      • Lincoln, Abraham
      • Douglas, Frederick
      • King, Martin Luther, Jr.
step 1 plan continued 3
Step 1 – Plan, continued (3)
  • Students will locate the following information about their person:
    • Date of birth and death
    • What the person did for America
    • Why the person is considered important
    • What kinds of freedoms the person created for us in America
pathfinder to research about a voyager 3
Pathfinder to research about a voyager (3)
  • Filamentality page with links to sources:

http://www.kn.att.com/wired/fil/pages/listvoyagerth.html

  • Search your library and other catalogs for terms such as:

African Americans – biography

The name of the person researching

Biography

Americans

  • Contact MCOE to get access to video clips from California Streaming.
  • United Streaming clip on Anne Hutchinson included in video “Growth of the English Colonies 1620-1700: From Massachusets Bay to the Carolinas.”
  • Search the online catalog at MCOE for videos, maps, realia, etc. using similar search terms as those listed above.
  • Use the worksheets and examples included with this lesson.
step 2 do
Step 2 – Do
  • This is where the students will use the sources gathered to actually find the information.
    • Notes
    • Pictures
    • Putting it all together
3 step 2 do
(3) Step 2 - Do
  • After researching, the students will make a PowerPoint presentation on their person. This presentation must include a slide dedicated to each section of their notes, a picture of their person, and a quiz at the end.
date of birth and death
Date of birth and death
  • Betsy Ross’ real name was Elizabeth Griscom. She was born on January 1, 1752 as the 8th of 17 children.
  • Betsy Ross died in her sleep on January 30, 1836 at the age of 84.
what betsy ross did for america
What Betsy Ross did for America
  • During the Revolutionary War, Betsy Ross was a seamstress who made flags in Philadelphia. It is assumed that she made the first flag for the United States which was adopted by Congress on June 14, 1777.
why person is important
Why person is important
  • The American Flag is a symbol of importance to the United States. Each color represents something of value to the American people.

Red – hardiness and valor

White – purity and innocence

Blue - vigilance, perseverance and justice

  • Without Betsy Ross, we may not have such a wonderful symbol to represent our freedom. Betsy Ross helped create something that will hopefully live on as this very symbol.
what kinds of freedoms the person created for us in america
What kinds of freedoms the person created for us in America
  • Betsy Ross did not really create freedoms for us in America. However, her flag is the representation of that freedom.
  • In schools and places all over the nation, the flag is saluted. This salute shows our appreciation for the freedoms we do have in our country.
slide18
Quiz
  • Add your questions here!
sources used
Sources Used

http://www.foundersofamerica.com/_BETSY_ROSS/BETSY_ROSS_AND_THE_STARS_AND_STRIPES.htm

http://www.usa-flag-site.org/history.shtml

Smith, Whitney. “Ross, Betsy.” World Book Online Reference Center. 2006. [Merced, CA. 13 Jul. 2006.] <http://www.worldbookonline.com/wb/Article?id=ar476000>.

step 3 review
Step 3 – Review

Review (End) is a more difficult concept for most students to remember. Many kids feel that once they complete a task or assignment, the job is done. However, to truly build a foundation for academic success, young students must not forget to evaluate what they have produced.

3 step 3 review
(3) Step 3 - Review
  • What was the hardest part of the research?
  • What was the easiest part of the research?