3 rd Grade Curriculum Night

1. 3rd Grade Curriculum Night 2012-2013 JensaBushey Megan Maynard Jessica Toulis Emily Vigneault

2. www.corestandards.org • Include standards in Mathematics and English / Language Arts • Have been adopted in 45 states • (exceptions - Alaska, Texas, Virginia, Minnesota and Nebraska)

3. www.corestandards.org • Characteristics of students who meet the Common Core standards – meaning they are college and career ready in reading, Writing, Speaking, Listening, and Language • they demonstrate independence • they build strong content knowledge. • they respond to the varying demands of audience, task, purpose, and discipline. • they comprehend as well as critique. • they value evidence. • they use technology and digital media strategically and capably. • they come to understand other perspectives and cultures.

4. www.corestandards.org • Students who have met the Common Core standards in math will have demonstrated not only strong content knowledge, but also the following skills: • make sense of problems and persevere in solving them • reason abstractly and quantitatively • construct viable arguments and critique the reasoning of others • model with mathematics • use appropriate tools strategically • attend to precision • look for and make use of structure • look for and express regularity in repeated reasoning • These are informally referred to as Math Habits of Mind and Math Habits of Interaction

5. www.corestandards.org • Related Timelines and Priorities • NECAP standardized testing will continue through the 2013/14 school year to be replaced by SBAC for ELA and Math in the spring of 2015 • ELA focus for all CSSU professional development during the 2012/13 school year is addressing standards surrounding informational text (ie. Nonfiction / factual reading) – specifically looking at reading in content areas such as science, social studies, math and even unified arts (music, art and PE). • Math focus for all CSSU professional development during 2012/13 is on the specific pedagogy that facilitates the development of Math Habits of Mind and Math Habits of Interaction (through Math Best Practice Course and Math Best Practice Studio)

6. Save the date: October 23, 2012 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.

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

8. Writing Curriculum Map

9. Reading Expectations • Each student is expected to: • Use a variety of strategies when reading for fluency, comprehension and analyzing text • Read fictional, nonfictional text connected to units of study • Be in the process of reading a book at all times • Read a variety of topics • Participate in reading groups • Read a minimum of 20 minutes 5 days a week • Keep a record of genres read each trimester • Complete reading responses in class and as assigned by teacher

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

11. Reading Curriculum Map

12. 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 variety of problem solving techniques/strategies • Use appropriate mathematical language • Work collaboratively with partners or groups to solve problems • Use appropriate tools in solving problems • Practice math facts using Fastt Math in school and at home

13. 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) • http://www.mathlearningcenter.org/resources/materials/parents        -  Great resource for families and teachers!

14. 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.

15. 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

16. What is Shelburne’s Story? • Year long science and social studies unit • We will study the topics of geology, history, ecology, civics, government and economics using the town as our lens • Examples include studying the geology in and around Shelburne including Shelburne Farms, 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.

17. Type to Learn • Third grade students will use a program titled Type to Learn when learning how to type this year. Here is some important information: • Each student will be introduced to Type to Learn and will spend time getting to know the program. • The students may also use Type to Learn if they finish another activity early or we are in the computer lab and they finish a task earlier than other students. • Imagine students will be asked to type some work during the school year. We do support children with typing as much as possible. • If you wish to practice Type to Learn at home please go to the SCS homepage and follow the link under Headlines. Thanks for your support!

18. Assessment 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 · Trimester progress reports State/Federal Testing: · NECAP (New England Common Assessment Program) Reading and Math Assessed in 3rd Grade