osborne elementary school welcome to third grade parent orientation night!

Osborne Elementary School

Welcome to Third Grade Parent Orientation Night!

Introductions

Mrs. Liz Foley Miss Jenielle

Johnson Miss Kylie LaSota

Mrs. Claudia Scanlon

Mrs. Cathy Villacis Mrs. Barbara

Mellett

Overview - Miss Kylie LaSota

Tonight’s Schedule

6:30 – 7:30 Cafeteria General Information Overview of Language Arts, Science, Math, Social

Studies

7:30 – 8:00 – Third Grade classrooms Meet and greet Visit your child’s classroom(s) Ask general questions

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

everyone!

Third Grade Schedule8:40 Tardy bell8:45 – 9:10 Homeroom/Morning Meeting

9:10 – 10:55 Language Arts 10:55 – 11:40 Specials

11:45 – 12:00 Teacher’s Choice 12:05 – 12:35 Lunch

12:40 – 1:05 Recess 1:10 – 2:10 Math 2:15 – 3:15 Science/Social Studies/Specials

3:15 – 3:25 Organizational Time 3:30 Dismissal

PowerGrade

Allows you to view your child’s language arts and math grades on-line

You should have received your child’s password and an informational packet in the mail. Please let us know if you did not receive this.

Quaker Valley Grading Scale98 - 100 A+93 - 97 A90 - 92 A-87 - 89 B+83 - 86 B80 - 82 B-77 - 79 C+73 - 76 C70 - 72 C-65 - 69 D64 and below F

Homework

Assigned Monday through Thursday Should take between 30 – 45 minutes We try to post on our websites We encourage you to help your child

with homework, but if he/she is really struggling, let us know with a little note.

Student Planners Students record their homework daily at the

beginning of their classes. They should be taking them home every day

so that they use them to remind themselves of the homework.

Please check and sign your child’s planner. Some common acronyms we use:

H.L. = Home Link N.L.P. = Nightly Literacy Practice

Birthdays

No Food Please!

Classroom Donations

Language Arts - Miss Jenielle Johnson

Third Grade Language ArtsThe topics I will discuss: The components of Language Arts Comprehension Strategies Assessments and Differentiation: using

assessment to drive instruction The Daily Five: a management system that

allows for more reading and more differentiation

Word Study What you can do at home

Phonemic Awareness

Comprehension Vocabulary Fluency Writing

Grammar Listening and

Speaking Research and

Informational Skills

Reading / Language Arts Program

COMPONENTS

Strategies Good Readers Use to Comprehend

•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

Assessments – multiple, ongoing

We will review at parent conferences

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.

Management Framework “The Daily 5”

This management system helps the teacher facilitate small group instruction and promotes student ownership and responsibility.

August and September – teaching kids to be independent readers

Book boxes and book room Research about becoming a better reader: kids read on

average 7 min. a day in school Even more than a management system, it is a structure

that will help students develop the daily habits of reading, writing and working with peers that will lead to a lifetime of independent literacy.

The Daily Five Research Base

Read to Yourself The best way to become a better reader is to practice each day, with books you choose, on your just-right reading level. It soon becomes a habit. “Stamina” – refers to the length of time the student can

work independently (ex – read to self for 8 minutes) Read to Someone

Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community.

The Daily Five Research Base (cont.)

Work on Writing Just like reading, the best way to become a better

writer is to practice writing each day. Listen to Reading

We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and becoming better readers.

Word Work/Word Study Correct spelling allows for more fluent writing, thus

speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers.

Developmental Spelling – Words Their Way

Students are assessed to find their developmental levels for spelling, & then we’ll form small groups.

Students will sort words weekly, always searching for patterns and rules, and then applying them to new words and their writing.

Word study tests and homework routines may be somewhat different than in the past. (Transfer words)

Look for your child’s words in a baggie attached to his/her agenda.

Types of Writing

Personal Narrative How-to-Essay Persuasive Compare and Contrast Research Report Expressive Writing

Writing/Grammar

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

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.

What to do at home

1. Continue to read with your child. Talk to him/her about words and ideas in books.

2. Visit the library on a regular basis to make books a regular part of children's lives.

3. Show children that you read books and magazines for information and enjoyment.

4. Listen to the stories children write, as well as their jokes or riddles. Encourage them to write down their ideas.

5. Play word games such as Boggle or Scrabble with your child.

Math - Mrs. Liz Foley

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

How Math is Taught Problem-solving approach

Children bring a lot of knowledge with them. We try to connect to what they already know using real

world situations. Then we build on their knowledge using visual and

kinesthetic models to make the abstract concrete. We encourage them to grapple! We expect them to share their strategies for solving

problems. (This not only widens everyone’s understanding, but it helps to work on building their mathematical communication skills.)

We teach procedural knowledge AFTER we explore their methods and understandings.

Example: Multiplication

Components of a Lesson Part 1- Teaching the Lesson - Whole

Class Mental math

Mental math (from lesson 1.11)

Put these numbers in Put these numbers in order from smallest to order from smallest to

largest:largest: 27,590 20,509 29,700

10,055 10,550 10,505

1 minute = ________ seconds1 hour = ________ minutes1/2 hour = ________ minutes

1/3 hour = ________ minutes1/12 hour = ________ minutes1/6 hour = ________ minutes

Mental Math (from lesson 8.8)Mental Math (from lesson 8.8)

1/4 hour = ________ minutes2/4 hour = ________ minutes3/4 hour = ________ minutes

Components of a Lesson Part 1- Teaching the Lesson - Whole

Class Mental math Math message Whole class discussion problem solving – individual, partner, or

small group

Part 2 – Ongoing Learning and Practice – partners, individual, or small groups Math Boxes Games Writing

Some Favorite Games:

Top-It Name That Number Baseball Multiplication

All are found in the Reference Book and can be played with minimal supplies (could be adapted at home for extra practice)

Components of a Lesson

Part 3 – Differentiated Options Readiness Activities Enrichment Activities

Certain skills are emphasized in each unit, but we’re always

revisiting & practicing all of the skills.

What should third graders be able to do in math by the

end of third grade? Make change for an amount up to $5.00 with no

more than $2.00 change given. Know all multiplication facts from 0 x0 through

10 x 10 Create or match a story to a given combination

of symbols (+, -, x, <, >, =) and numbers Interpret bar graphs, tables and charts and be

able to analyze the data using the concepts of largest, smallest, most often, least often, and middle.

Assessment Ongoing, daily checks for mastery “Part A” – students should have

mastery of these items “Part B” – skills that are still

developing Open-Ended Slate/Oral Assessments Self-assessments Games, writing, quizzes

How to support your child “Family Letters” Make visual connections when possible. Encourage estimation. Homework – Read the note at the top to see

what we’re working on. Homework Help – write a brief note to let us

know if your child struggled Rehearse the facts – Just before going to

bed Encourage your child to talk about how and

why they figured something out.

Science and Social Studies – Mrs. Claudia Scanlon

Social StudiesCommunities Around Us

Map Skills Learning About Communities

What is a community? Work in communities

Different Kinds of Places Rural, urban, and suburban communities

People and Citizenship Government at work

Constitution Our national capital

Social StudiesCommunities Around Us

Pennsylvania history, geography, economics

Junior Achievement Morning Meeting - Current Events

ASSET Science

3 Units1. Plant Growth and Development2. Rocks and Minerals3. Chemical Tests

Science Content

Plant Growth and Development Unit Student will plant and track the growth of

the Wisconsin Fast Plant from seed to seed

The Big Ideas: Plants have parts that have a specific function There is an interdependency between bees and plants

Science Content

Rocks and Minerals Unit- Like a geologist, students will discover the

properties of a collection of rocks and also investigate the properties of a set of minerals by conducting systematic tests, such as magnetism, luster, & hardness tests.

The Big Ideas: The properties of rocks give clues to how they

were formed The properties of minerals determine how they

are used, and they’re used everywhere, all around us!

Science Content

Chemical Tests Unit Through a series of tests, students will systematically uncover the identity of 5 white household powders.

The Big Ideas: All chemicals have unique physical and chemical properties that identify them The properties of chemicals determine how

they are used

Health - Making Healthy Choices

o Conflict Situations and Strategies to Resolve

o Safety - fire, first aid, home alone, outdoor, at-home, car, bike, animals

o Communicable Diseases and Hygieneo Drugs - definitions, such as OTC,

prescription, misuse & abuse, saying noo Circulatory System - physiology, healthy

hearts, heart disease

Getting in touch with us….

foleye@qvsd.org johnsonj3@qvsd.org

scanlonc@qvsd.org lasotak@qvsd.org

Or call front desk: 412-749-4003

foleye@qvsd.org johnsonj3@qvsd.org

scanlonc@qvsd.org lasotak@qvsd.org

Or call front desk: 412-749-4003

Thank you for coming!

The third grade classrooms are open to you at this time.