Welcome!

1. Welcome! Michael Hammond 3rd Grade

2. My Philosophy of Education • Building a sense of community that safely allows children to express themselves as individuals and promotes risk-taking, independence, and reflection is an ideal environment for growth. • Children learn best when they are met where they are in their development. Each child is unique, with different social and educational needs. Knowing them as well as I can allows me to meet them where they are in the course of their development. • Children feel empowered when they have a sense of efficacy and control over their learning. By offering choice, emphasizing personal effort, and celebrating success, children develop a stronger connection to the role they play in their own education. • Being goal oriented leads to success. By knowing what direction our learning is heading in, and the steps we take to get there, achieving those goals is more possible.

3. DAILY SCHEDULE 8:30 – 8:50 Math fluency 8:50 – 9:40 Writing Workshop 9:40-9:55 Break 9:55-11:10 Reading Workshop 11:10-11:50 Lunch and recess 11:55 – 12:55 Specials 12:55-1:15 Spelling 1:15-2:05 Math 2:05 – 2:50 Unit of inquiry (typically connected to social studies and science standards) 2:50– 3:05 End of day procedures, pack up, and dismissal

4. Common Core Standards • Robust knowledge and skills that our young people need for success in college and careers • Anchor standards for English language arts and math that progress across the grade levels • Report cards that reflect new standards • www.corestandards.org

5. Third Grade Reading Reading Anchor Standards Literature: Key Ideas and Details- Ask and answer questions to demonstrate understanding, referring explicitly to the text as the basis for answer. Recount stories, determine the central message and explain how it is conveyed through key details in the text. Describe characters in a story (traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Informational Text: Key Ideas and Details Determine the main idea of a text, recount the key details, and explain how they support the main idea Ask and answer questions from the text, referring explicitly to the text as the basis for answers. Foundational Skills: Phonics and word recognition Fluency

6. Third Grade Writing Narrative Writing Personal Narrative, Fairy Tales Informational Writing All About Books; informational writing during inquiry units (connected to science and social studies standards) Opinion writing Reviews; persuasive speeches Choice units where we focus on a non-genre study, like punctuation or working with editors Common elements across the genres Introducing the topic and create an organizational structure Providing enough details to develop the writing piece Provide a sense of closure Connect ideas with words or phrases

7. Spelling and Vocabulary Spelling work based upon where student is across a spectrum of skills alphabetic (chap, chip, shed)---within word patterns (moan, close, flow)------syllables and affixes (dressed, dressing, wagged)-----derivational (distinction, predictable, judgment) No set spelling words to practice. Kids do word sorts during the week, and take quizzes with similar words.

8. Third grade Math What you will see… Work that is closely aligned with Common Core math standards • Lessons that build on each other within a particular unit • Students independently using math tools to find answers to their questions • Students working in a variety of groups • Students having opportunities to challenge themselves • Students working toward individual goals • Students exploring multiple strategies to solve a problem • Teacher challenging students by going deeper with concepts • Exit slips

9. Focuses instruction in inquiry. We teach six of these units each year. The units are outlined in an attachment in the packet. PYP: Primary Years Programme THEME: How We Express Ourselves CENTRAL IDEA: Writer’s can be inspired to create engaging stories that inspire others. Qualities of engaging stories How writers get ideas Connection between reading and writing How is reading connected to writing? What if you couldn’t read? Read a variety of books and ask: How do you think these authors got ideas for this book? Choose an engaging part of a story. What did this author do to pull you into the story?

10. Inquiry Process • STAGE 1: IMMERSION • “Flood” students with information • Connect the the theme • Introduce central idea and lines of inquiry • STAGE 2: DIGGING DEEPER • Whole class lessons on questions that students have raised, drawing conclusions to questions • Investigating lines of inquiry that we need to know more about. • STAGE 3: INVESTIGATE AND COALESCE • Student driven research! • Students share with each other their findings as a way to deepen understanding of the central idea. • STAGE 4: GOING PUBLIC • Students take action in their community as a result of new knowledge. • STAGE 5: REFLECTION • Choice based assessment • Students reflect on the learning experiences and how their knowledge changed. (Portfolio piece chosen)

11. Homework Purpose: To provide extra practice on skills that are being covered in daily lessons Expectations: By third grade, students should be working on homework for about 30 minutes each night.Our main goal is developing responsibility and independence. If your child is having trouble with an assignment, please just send me a note on the homework so I can help him/her at school. • Every Night: • Daily reading – At least 20 minutes of engaged reading, with occasional written response • Daily Math Homework that focuses on skills being covered in class • Is it essential that the homework folder and Reading Life Baggie are brought back to school everyday.

12. I believe communication is key to a successful school year, so please feel free to contact me anytime: Phone call 503-672-3775 E-mail: michael_hammond@beaverton.k12.or.us Class Website/blog Conferences Communication

13. Classroom Management • Classroom agreements • Redirecting • Re-teaching/conferring/reflection form (sent home with a phone call or email home) • If disruptive, separation to another part of the room • Repeated issue-call home for parent support • Contact home: if student is removed from classroom, issue of work completion( isn’t doing work), safety issue

14. Family Leave October 17th 8 weeks-returning after winter break Our substitute teacher is Ms. Dagny Abel

15. Thank You!