Osborne Elementary School Welcome to Third Grade Parent Orientation Night!

1. Osborne Elementary SchoolWelcome to Third Grade Parent Orientation Night!

2. Introductions Mrs. Liz Foley Mr. Gary Galuska Ms. Jenielle Johnson Mrs. Claudia Scanlon Miss Morgan Beikirch Mrs. Leah Lindenfelser Mrs. Barbara Mellett

3. Tonight’s Schedule • 6:00 to 7:00 - Cafeteria • General Information • Overview of Language Arts, Science, Math, Social Studies • 7:00 – 7:30 – Third Grade classrooms • Meet and greet • Visit your child’s classroom(s) • Ask general questions

4. We’ve had a great start to the year. Thank you everyone!!

5. Pretest for Parents/Guardians • 1. What do the following abbreviations mean and what do they represent? • P.B. • S.B. • H.L. • M.J. • R.B. • S.R.B.

6. Pretest • 2. On what nights will your child have homework? • 3. How long should your child be spending on homework? Monday through Thursday 30 - 45 minutes

7. Pretest • 4. How long will it take for your child to learn to use his/her planner? Most of them will be in a comfortable homework routine within a month or two. Some will need help with being organized throughout the entire year.

8. Organization • Student Planners • Use daily • Check and sign your child’s planner • Contains useful resources

9. Pretest • 5. On what days does your child have gym? C and F days --- Foley A and D days --- Johnson C and D days --- Galuska B and E days --- Scanlon

10. Pretest • 6. As a third grader, your child will take the _________ for the first time in the spring. • What does this acronym stand for? PSSA Pennsylvania System of School Assessment

11. Pretest • 7. Is it easier to reach teachers by phone or email? johnsonj3@qvsd.org foleye@qvsd.org galuskag@qvsd.org scanlonc@qvsd.org lindenfelserl@qvsd.org shaughnessyv@qvsd.org

12. Third Grade Schedule 8:45 Tardy Bell 8:45 - 8:55 Organizational Time 8:55 – 10:00 Math 10:00 -10:45 Language Arts 10:45 – 11:30 Specials (Physical Education, Music Art, & Library rotate on a 6 day cycle) 11:30 – 12:30 Language Arts continued 12:30 – 1:00 Lunch 1:05 – 1:35 Language Arts - keyboarding class – once every six days 1:35 – 1:55 Homeroom – “Teacher’s choice” 1:55 – 2:20 Recess 2:20 - 3:15 Science / Social Studies or Special (Art, Gym, Music, or Computer) 3:15 – 3:25 Organization and Silent Reading Time 3:25 Dismissal

13. Healthy Snacks Before Lunch

14. Quaker Valley Grading Scale 98 - 100 A+ 93 - 97 A 90 - 92 A- 87 - 89 B+ 83 - 86 B 80 - 82 B- 77 - 79 C+ 73 - 76 C 70 - 72 C- 65 - 69 D 64 and below F

15. PowerGrade • Allows you to view your child’s language arts and math grades on-line • You should have received or you will receive an information packet with a username and password.

16. R.T.I. = Response to Intervention

17. Third Grade Language Arts

18. Reading / Language Arts Program COMPONENTS • Writing • Grammar • Listening and Speaking • Research and Informational Skills • Phonemic Awareness • Phonics • Comprehension • Vocabulary • Fluency

19. Harcourt TrophiesReading / Language Arts Program BUILDING BLOCKS OF READING INSTRUCTION • Phonemic Awareness • Phonics • Comprehension • Vocabulary • Fluency

20. PHONEMIC AWARENESS What is it? The ability to hear and work with the sounds of spoken language. That words are made up of sounds. Phonemic Awareness can be developed through number of activities such as segmenting words, deleting or adding beginning or ending sounds.

21. PHONICS/DECODING What is it? The relationship between the letters of written language and the sounds of spoken language. Phonics Instruction is systematic and explicit. It Includes carefully selected set of letter-sound relationships organized in a logical sequence. Start With vowel sounds and build to more complex letter Patterns such as –sion, -tion, prefixes, affixes, etc

22. PHONICS/DECODING PRECAUTION PRE CAU TION

23. COMPREHENSION What is it? Getting meaning from what we read. It is purposeful and active. Comprehension strategies are modeled and explicitly taught.

24. Strategies Good Readers Use • Use Decoding / Phonics • Make and Confirm Predictions • Create Mental Images • Self-Question • Summarize • Read Ahead • Reread to Clarify • Use Context to Confirm Meaning • Adjust Reading Rate

25. Vocabulary What is it? Vocabulary is the name for words we must know in order to listen, speak, read, and write effectively. Vocabulary instruction can be direct or indirect.

26. Fluency What is it? Fluency is being able to read quickly and accurately. Fluent readers recognize words automatically. Fluency can be developed by modeling fluent reading and by have students engage in repeated oral reading.

27. Spelling Spelling instruction is systematic and well organized and includes teaching of weekly spelling patterns and strategies that are connected to the phonics lessons.

28. Writing/Grammar • Students learn about and practice the process skills that good writers use. Good writers plan, revise, rewrite, and rethink during the process of writing. • Students are taught that they must determine a clear focus, organize their ideas, use effective word choice and sentence structures, and express their own viewpoint.

29. Writing/Grammar • Grammar skills (parts of speech, sentence types and mechanics) will be taught, assessed and applied to writing.

30. Grammar • Grammar skills (parts of speech, sentence types and mechanics) will be taught, assessed and applied to writing.

31. Types of Writing • Personal Narrative • How-to-Essay • Persuasive • Compare and Contrast • Research Report • Expressive Writing

32. Speaking and Listening • Children are provided with opportunities to develop listening and speaking skills. • Students give brief oral presentations orally responding to literature, making both narrative and expository presentations

33. Research and Information Skills • Students engage in a full theme’s worth of instruction in all stages of writing a research report, including gathering information, note-taking, outlining, drafting, revising, and publishing.

34. Handwriting • The correct formation and spacing of manuscript and cursive letters is reinforced.

35. One Child at a Time • Differentiated Instruction - Using assessment and data to inform instruction. Children receive instruction that meets their individual needs in ways that match their learning style and interests. • Kids are not all doing the same thing at the same time.

36. Assessments – multiple, ongoing • End of Selection Tests • Vocabulary, Comprehension, Written Response (Rubric) • Spelling Pretests and Posttests • Oral Fluency - 3 times a year • Monitors accuracy and rate (WCPM) • End of Theme Pretests and Posttests • Provides information about students’ mastery of reading skills. • Holistic Assessment • Provides evaluation of students’ reading and writing ability • Informal Assessments • Questioning, observation, anecdotal notes, conferences • Standardized Tests – Study Island Benchmark (3X), ERB, PSSA

37. Progress Monitoring

38. Instructional Plan Step 1: Whole Group Instruction Teach/ Model/ Discuss Step 2: Guided Practice / Apply • Step 3: Independent / Small Group • Differentiated based on assessment data • Reteaching • Extending or Enriching • Extra Practice

39. Examples of Differentiated Instruction • Leveled Readers • Independent Study • Interactive Tutorials • Open Ended Tasks • Cooperative Learning • Learning Centers • Learning Contracts

40. What to do at home • Read to and with your child often. Talk to them about words and ideas in books. For more ideas, refer to the yellow handout.

41. What children should be able to do by the end of third grade (green)

42. THANK YOU

43. Third Grade Math

44. The topics I will discuss: The big idea: How math is taught Components of a lesson Expectations: What should children master this year? Assessments How you can support your child in math this year

45. How Math is Taught • Problem-solving approach • We begin with questions and activities that connect to what they already know. • Using visual and kinesthetic models to bring the new concepts to life can be extremely effective. • The Bottom Line: We make kids grapple.

46. Example: Multiplication

47. Components of a Lesson • Part 1- Teaching the Lesson - Whole Class • Mental math

48. Mental math (from lesson 1.11) Put these numbers in order from smallest to largest: 27,590 20,509 29,700 10,055 10,550 10,505

49. Mental Math (from lesson 8.8) 1 minute = ________ seconds 1 hour = ________ minutes 1/2 hour = ________ minutes 1/4 hour = ________ minutes 2/4 hour = ________ minutes 3/4 hour = ________ minutes 1/3 hour = ________ minutes 1/12 hour = ________ minutes 1/6 hour = ________ minutes

50. Components of a Lesson • Part 1- Teaching the Lesson - Whole Class • Mental math • Math message • Whole class discussion, problem solving • Part 2 – Ongoing Learning and Practice – partners, individual, or small groups • Math Boxes • Games • Writing