Osborne Elementary School Welcome to Third Grade Parent Orientation Night!

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Osborne Elementary SchoolWelcome to Third
Grade Parent Orientation Night!
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Introductions

• Mrs. Liz Foley
• Miss Jenielle Johnson
• Miss Kylie LaSota
• Mrs. Claudia Scanlon

• Mrs. Cathy Villacis
• Mrs. Barbara Mellett

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Overview - Miss Kylie LaSota
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Tonights Schedule

• 630 730 Cafeteria
• General Information
• Overview of Language Arts, Science, Math, Social
  Studies
• 730 800 Third Grade classrooms
• Meet and greet
• Visit your childs classroom(s)
• Ask general questions

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Weve had a great start to the year. Thank you
everyone!
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Third Grade Schedule

• 840 Tardy bell
• 845 910 Homeroom/Morning Meeting
• 910 1055 Language Arts
• 1055 1140 Specials
• 1145 1200 Teachers Choice
• 1205 1235 Lunch
• 1240 105 Recess
• 110 210 Math
• 215 315 Science/Social Studies/Specials
• 315 325 Organizational Time
• 330 Dismissal

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PowerGrade

• Allows you to view your childs language arts and
  math grades on-line
• You should have received your childs password
  and an informational packet in the mail. Please
  let us know if you did not receive this.

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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

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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.

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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 childs planner.
• Some common acronyms we use
• H.L. Home Link
• N.L.P. Nightly Literacy Practice

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Birthdays

• No Food Please!

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Classroom Donations
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Language Arts - Miss Jenielle Johnson
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Third Grade Language Arts

• The 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

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Reading / Language Arts Program COMPONENTS

• Phonemic Awareness
• Comprehension
• Vocabulary
• Fluency
• Writing

• Grammar
• Listening and Speaking
• Research and Informational Skills

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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

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Assessments multiple, ongoing

• We will review at parent conferences

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• 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.

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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.

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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.

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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.

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Developmental Spelling Words Their Way

• Students are assessed to find their developmental
  levels for spelling, then well 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 childs words in a baggie attached
  to his/her agenda.

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Types of Writing

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

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Writing/Grammar

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

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Research and Information Skills

• Students engage in a full themes worth of
  instruction in all stages of writing a research
  report, including gathering information,
  note-taking, outlining, drafting, revising, and
  publishing.

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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.

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Math - Mrs. Liz Foley
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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

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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
  everyones understanding, but it helps to work on
  building their mathematical communication
  skills.)
• We teach procedural knowledge AFTER we explore
  their methods and understandings.

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Example Multiplication
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Components of a Lesson

• Part 1- Teaching the Lesson - Whole Class
• Mental math

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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

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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
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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

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

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(No Transcript)
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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)

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Components of a Lesson

• Part 3 Differentiated Options
• Readiness Activities
• Enrichment Activities

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Certain skills are emphasized in each unit, but
were always revisiting practicing all of the
skills.

• Unit 1 Routines, Review, Assessment
• Unit 2 Addition and Subtraction of Whole
  Numbers
• Unit 3 Linear Measures and Area
• Unit 4 Multiplication and Division
• Unit 5 Place Value in Whole Numbers Decimals
• Unit 6 Geometry
• Unit 7 Multiplication Division
• Unit 8 Fractions
• Unit 9 Multiplication and Division
• Unit 10 Measurement Data
• Unit 11 - Probability

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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, lt, gt, ) 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.

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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

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How to support your child

• Family Letters
• Make visual connections when possible.
• Encourage estimation.
• Homework Read the note at the top to see what
  were 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.

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Science and Social Studies Mrs. Claudia Scanlon
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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

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Social StudiesCommunities Around Us

• Pennsylvania
• history, geography, economics
• Junior Achievement
• Morning Meeting - Current Events

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ASSET Science

• 3 Units
• Plant Growth and Development
• Rocks and Minerals
• Chemical Tests

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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

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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 theyre used everywhere, all around
  us!

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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

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Health - Making Healthy Choices

• Conflict Situations and Strategies to Resolve
• Safety - fire, first aid, home alone, outdoor,
  at-home, car, bike, animals
• Communicable Diseases and Hygiene
• Drugs - definitions, such as OTC, prescription,
  misuse abuse, saying no
• Circulatory System - physiology, healthy hearts,
  heart disease

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Getting in touch with us.

• foleye_at_qvsd.org johnsonj3_at_qvsd.org
• scanlonc_at_qvsd.org lasotak_at_qvsd.org
• Or call front desk 412-749-4003

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Thank you for coming!

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