The Week in Review

As per usual, third graders have been working hard and learning lots. Here we go:

READING: We read a short biography by Jonah Winter about famous baseball player Roberto Clemente.  We recorded the main events of Clemente's life into a T Map like the following:

 

We saw how the same event could  be both a cause for the next resulting event, and also an effect of the preceding one. We noted how good writers are able to use the principles of cause and effect to create linking events that tell a whole story.

How you can help: This coming week we will be working on sequencing events.  As you ask your child questions about his or her reading at home, focus on using words like first, next, then, and finally. What is the most important event to happen in the beginning of the story etc.

WRITING: We finally published our five sentence paragraphs. Students learned some basic word processing skills including how to type a heading in microsoft word, how to center a title, and how to save a draft to the server. We discussed other elements of word processing as well including how font choice and size can influence the voice of the paper. Our paragraphs are on display in the hall. Should you find yourself in the hood, be sure to check them out.

How you can help: Speaking influences writing. Students who make it a habit to speak in complete sentences tend to have an easier time writing in complete sentences as well. Still, it's common practice to reply to a question in an incomplete sentence. In class, we've been working on incorporating parts of a question into our replies. Every once in a while, if you happen to catch your child replying to you with an incomplete sentence, ask him or her to restate the thought in a complete sentence. It will pay off in writing.

MATH:  We started solving multi-digit comparison story problems that often use words like fewer and more. We used a special kind of math mountain called a comparison bar,

where the larger of two amounts goes in the top rectangle, the smaller of the two amounts is recorded in the bottom rectangle and the difference between the two goes in the circle. When one of the quantities in unknown, addition and subtraction equations can be used to find the unknown amount.

How you can help at home: The math mountains and the comparison bars are both really helpful in terms of identifying whether a partner or a total is the unknown. Once a student has identified whether a partner or total is missing, (s)he can determine the best equation to find the missing number. Remind your child to use either math mountains or comparison bars on each homework story problem. We've also been talking a lot in class about how subtraction and addition "undo" each other, i.e. they can be used to check each other. Help your child to get into the habit of checking his or her own work by using the opposite operation to check answers. That is to say, if (s)he solves a problem using addition, than a second subtraction equation must be used to check for accuracy.

*Kudos to student #22 who has been consistently using math mountains or comparison bars, plus two equations, and often a proof drawing to check his work.*

MISC: Most students have  brought in earbuds to use on their assigned computer day. If you haven't already done so, please consider sending in a pair of earbuds this week. I find it's just more sanitory than using a shared set.

Also, conference sign up sheets went home last week. Please sign up for three possible times labeling them first choice, second choice and third choice. I will do my best to honor your first choice, but plan Bs are always helpful.

Also, a release form went home last week as well. Please sign it and return it letting me know whether or not you give your permission for your child's image and voice to be used in two short 15 minute videos taken of me delivering instruction. As noted earlier, the videos will be used as one part of an assessment to determine my eligibility for a National Board Certificate.

One final note, several students have expressed an interest in using their Friday Choice Time to learn how to knit. I look forward to passing on this art to the next generation. If your child would like to learn to knit, please send a pair of knitting needles and a ball of yarn with him or her to school. I find that longer needles work best for beginners. They can hold one needle under their arm as their fingers manipulate the yarn. Also, medium sized (5 to 7) is an easier size for most beginners. If the needles are too small, the stitches become tight and are hold to work. If the needles are too big, the stitches fall off the needles more easily. And for those of you who actually check the blog....here's a little added gem.  I still have the first sweater I ever knitted. I was nine at the time. It's a bit snug now, but just think, with the right knitting tools, your child could be handcrafting the same beautiful garments.