osborne elementary school welcome to third grade parent orientation night!
TRANSCRIPT
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….
[email protected] [email protected]
[email protected] [email protected]
Or call front desk: 412-749-4003
[email protected] [email protected]
[email protected] [email protected]
Or call front desk: 412-749-4003
Thank you for coming!
The third grade classrooms are open to you at this time.