3 rd Grade Curriculum Night

1. 3rd Grade Curriculum Night 2014-2015 Joey Adams Christine Hertz Megan Maynard Jessica West

2. Save the date: October 21, 2014 6:30 p.m. The Unified Arts Experience An opportunity to meet the unified arts teachers, visit the classrooms, and learn about each program through hands on activities.

3. A message from our PTO Contacts: http://www.cssu.org/site/Default.aspx?PageID=365 Welcome to the SCS PTO! (Parent Teacher Organization) Co-Chairs:Randy Sweeneysweeneyrs@gmail.com Courtney Tharpectharpe25@gmail.com

4. SCS FEEDis Food Education E very D ay

5. Started in 2007 by the combined efforts of PARENTS, TEACHERS & ADMINISTRATORS

6. Inspired & named after the statewide program, VT FEED which is … a Farm to School program run as a partnership of two Vermont Non-Profit Organizations: NOFA-VT and Shelburne Farms

7. Each year, our purpose stays strong.... TO RAISE AWARENESS ABOUT Healthy Food Choices The Importance & Role of Vermont Farms Good Nutrition in the School and Community

8. How do we do accomplish this???

9. By focusing on the relationship between the ~3 C's~ Classroom, Cafeteria &Community

10. ACTIVITIES & EVENTS that 1- PROVIDE HEALTH AND NUTRITION OPPORTUNITIES THAT WILL LAST A LIFETIME

11. 2- Help children understand WHERE THEIR FOOD COMES FROM and…

12. 3- How their FOOD CHOICES IMPACT THEIR BODIES, ENVIRONMENT & COMMUNITY

13. Some Achievements – the last 6 years VEGETABLE GARDENS Planted and maintained by students during the school year and SCS families during summer!

14. Veggies are used in the cafeteria for the lunch menu and in taste tests

15. 8th graders make a mosaic sign 5th grade Leadership Council adds compost

16. Creating & tasting foods made with seasonal ingredients Salsa Harvest Pizza

17. After school cooking class opportunity for 6th – 8th graders Competed in the Jr. Iron Chef

18. Individual Grade Experiences 3rd Grade Bread Baking with Shelburne Farms and their mobile oven

19. 4th Grade Vermont History Experience at New Village Farm

20. School Wide Taste Tests

21. WE NEED YOU! Join us as a volunteer for activities the Committee has planned! (See how we have meetings?)

22. Some of the areas we need you: • Taste Tests • Work in the gardens • Designing our bulletin board • Researching recipes for our website • Afterschool “SKAT” 6th-8th grade cooking instructor • Mobile food cart Coordinator • Community Liaison • Field trip chaperone

23. Sign Up Now! • Sign up with your contact info on the sheet left with your child's teacher! • Please do this even if you have already been volunteering and plan on continuing!

24. Questions? Please contact the FEED coordinator Erica Frey-Delaportas at 802-489-5976/ efreydelaportas@hotmail.com

25. Get Info and Updates on our FACEBOOK Page & On our link on the SCS Website

26. Katie Tyler PreK-4 School Counselor

27. School Counseling Services Hello Families! I am excited to be returning to the SCS Community this year as the PreK-4 School Counselor. Here’s a little about my role here at SCS….

28. Classroom Guidance Lessons • I will be using the Michigan Model for Health as a primary curriculum to address topics such as bullying prevention, making and keeping positive relationships, skills for problem solving and decision making, and personal safety/abuse prevention.

29. Small Groups • Some of my work will be in small groups with students, focusing on topics such as Social Skills, Changing Families, Anxiety, Grief & Loss, Goal Setting, and more.

30. Individual Counseling • I am available to see students short term for individual support. Both individual and small group referrals can come from families or school faculty. Feel free to contact me with any questions or concerns. I look forward to continuing to get to know you and your students! ktyler@cssu.org 383-1103

31. Principal’s Report Focus on Collaboration and Community Building Essential Question - How can I contribute positively to my community?

32. Common Core Key Shifts in English Language Arts Complexity: Regular practice with complex text and its academic vocabulary Knowledge: Building knowledge through content-rich academic vocabulary across the curriculum Evidence: Reading, writing and speaking/listening grounded in evidence from the text, both literary and informational

33. Common Core Key Shifts in Mathematics Greater focus on fewer topics Coherence: Linking topics and thinking across grades Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity

34. AYP Goal: Multi-tiered System of Support Shelburne Community School will create a highly effective Multi-tiered System of Support (MTSS) that uses student learning data and outcomes to assure that all students achieve at optimal levels. What I Need Time, or WIN Time • 4-5 times per week for 30 minutes • all students participate • flexible groups that change in response to assessments about every 3-6 weeks • instruction may include skill instruction such as rhyming, delivery of specialized services, and/or interactive read alouds

35. AYP Goal: Parental Engagement Shelburne Community School will increase parental engagement and involvement in all aspects of the school community including visits, homework, grades, communications and conferences. Grand Rounds 6:00 - 7:30 SCS Cafeteria - We will provide dinner and education with childcare provided by Part2 Wednesday, September 30th Parenting 101 - “Practical advice for all of us” with Maris Rose Dates to be announced Cybersafety - What can we do to protect our children in the digital age? What should every parent know about concussions? Suicide awareness and prevention Technology education for parents and guardians Youth anxiety, youth substance abuse, and sleep disorders

36. School Board Facilities Committee Update How can SCS create the building and grounds to maximize student growth and learning?

37. Writing Expectations • Each Student is expected to: • Write daily in Writer’s Notebook • Have a writing piece in progress at all times • Actively participate in the writing process – draft, revise, and publish writing pieces • Complete a piece of writing in each genre: • Narrative • Informative Report • Opinion Piece • Complete in-class writing assignments in short time frames (i.e. Reader’s Notebook, Science Notebooks, and written reflections on learning)

38. Reading Expectations • Each student is expected to: • Use a variety of strategies when reading for fluency, comprehension, and text analysis • Read both fiction and nonfiction text connected to units of study • Be in the process of reading a Just Right book at all times • Read a variety of genres • Participate in reading groups and discussions • Read a minimum of 15 minutes 5 days a week • Keep a record of genres read each trimester • Complete reading responses in class and as assigned by teacher

39. Reading Curriculum • This year in Reader’s Workshop we will work on the following: • Establishing Reader’s Workshop – The First Twenty Days • Close Reading • Monitoring our Comprehension • Activating and Connecting • Asking Questions • Inferring Meaning • Determining Importance • Text Structure • Main Idea and Details • Summarizing

40. 3rd Grade Fundations/Word Study In 3rd Grade Fundations/Word Study students continue to develop their spelling, decoding, vocabulary, fluency and handwriting (cursive). Cursive will be taught by introducing letters with verbal cues, sky writing, and writing practice. Our focus will be to review the 6 syllable types (and their exceptions) as well as build upon their knowledge and understanding of word structure. Items such as base words, prefixes, and suffixes. We will also learn about how words change when adding prefixes and suffixes. We will work on homophones and have a word of the day for vocabulary purposes. New trick words will be added to their repertoire.

41. Habits of Mind

42. Habits of Interaction

43. Bridges Math Program • Bridges supports best practices of discourse and inquiry    • Bridges trades the appearance of rigor (worksheets) for deeper conceptual understandings • Components of Bridges: Number Corner (multiplication,graphing, multi-digit addition and subtraction practice, problem solving, looking for patterns and generalizations, etc.), Work Places (games that reinforce skills), regular math lessons (embedded problem solving), Home Connections (practice of concepts and skills learned in class) • www.mathlearningcenter.org/support/bridges • How to help student with Fact Fluency      -  Great resources for families and teachers!

44. Math and Problem Solving Expectations • Demonstrate personal growth in mathematical understanding and skill development • Regular use of Habits of Mind and Habits of Interaction (Posted in Classrooms) • Represent/Record Solutions using a variety of organizers: • tables, graphs, diagrams • Use a variety of problem solving techniques/strategies • Use appropriate mathematical language and discuss mathematical ideas • Work collaboratively with partners or groups to solve problems • Use appropriate tools in solving problems • Practice math facts in school and at home

45. Bridges Math Program • Bridges supports best practices of discourse and inquiry    • Bridges trades the appearance of rigor (worksheets) for deeper conceptual understandings • Components of Bridges: Number Corner (time, money, fact practice, patterns, etc.), Work Places(games), regular math lessons (embedded problem solving), Home Connections (usually mirror the Work Place games) • www.mathlearningcenter.org/support/bridges •       -  Great resource for families and teachers!

46. Social Studies and • Science Expectations • Each student is expected to: • Participate actively in science/social studies activities • Complete investigations and projects on current topics • Work cooperatively with classmates

47. What is Shelburne’s Story? • Year long science and social studies unit • We will study the topics of weather, history, ecology, civics, government and economics using the town as our lens. • Examples include: studying the local weather and climate, walking to and observing local habitats, interviews of town residents and historians, presentations by town officials and business owners • In addition to regular class activities students will be required to complete a year long Shelburne reflection project.

48. Student: ·Reflection of weekly work in school · Weekly conversation with teacher discussing progress Teacher: ·Assessment in each content area · On-going informal assessment · Daily conversations with students · Assessment of individual and group work · Semester progress reports (January and June) State/Federal Testing: · SBAC Test will be administered in the spring of 2015 Reading and Math Assessed in 3rd Grade Assessment

49. Homework • Homework folders will go home on Friday. • Homework is due at the end of the next week. • Math will be Bridges Home Connections and math fact practice. • Students will read at least 15 minutes a minimum of 5 times per week. • Homework is meant to reinforce skills already taught in the classroom. • Homework should take no longer than 30 minutes total (including the 15 minutes of reading) each night.