Welcome to Mrs' McGraws Third Grade Class

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Welcome to Mrs. McGraws Third Grade Class
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Math Grade Level Expectations-Read, write,
compare numbers to 10,000-Write fractions 1/2,
1/3, 1/4-Recognize equivalent names for same
-Classify numbers as even odd-Represent a
multiplication problem in a variety of
ways-Describe the relationship between
--Develop fluency with facts up to 9x9-Compute
3-digit addition and subtraction-Estimate sums
and differences-Find the next term in shape/
patterns-Use expression and number
sentences-Describe quantitative change-Compare
analyze 2-D shapes-Describe location using
forward, back, left, right, etc.-Determine a
slide, flip, turn-Identify symmetry in
polygons-Identify and use the appropriate units
to measure -Tell time to nearest 5
min.-Determine change from 5.00 and
add/subtract money values to 5.00-Determine the
perimeter of a polygon-Read and interpret info.
from line plots and graphs-Discuss events as
likely or unlikely
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• Math Curriculum Tools
• -Everyday Math Series
• -Family Letter Beginning of each unit on
  colored paper
• -Home-Links Homework pages come home on Mon.,
  Tues., and Thurs. to be returned the following
  day
• -Math Journals and number boxes
• -Math Games
• -Multiplication Drill
• -Timed Tests
• -Coded Number Line
• -Daily Math Practice

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• Reading Grade Level Expectations
• -Solve unknown words
• -Read at grade-level with fluency, accuracy, and
  expression
• -Develop vocabulary through text
• -Utilize reading strategies to aid comprehension
  before, during and after reading to question,
  infer, visualize, and predict
• -Identify and explain connections
• -Locate and apply information and recognize text
  features
• -Explain examples of figurative lang. and sensory
  details
• -Use details from text to make inferences, draw
  conclusions, compare and contrast, make
  predictions, identify cause and effect and key
  events

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• Reading Curriculum Tools
• -McGraw-Hill Reading Series (Treasures)
• -Shared Reading
• -Vocabulary Words
• -Guided Reading (Leveled Readers)
• -Fluency/Accuracy Tests
• -Daily Five
• -Read to Self (IPick)
• -Read to Someone else
• -Listen to Reading
• -Reading Logs
• -Logging approx. 20 min. per night or 400 min.
  per month
• -Skill practice on back
• -Earn Book-It Awards
• -Readers Theater

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• Writing Grade Level Expectations
• -Follow a writing process to use a graphic
  organizer, generate a draft, reread and revise,
  and publish
• -Create legible compositions with correct spacing
• -Use capitalization, punctuation, parts of
  speech, and spelling correctly in written text
• -Identify and write statements, commands,
  questions, and exclamations
• -Write a narrative that contains a beginning,
  middle, and end
• -Identify information in text to create an
  organizer
• -Write expository text with a main idea and three
  or more details
• -Write informational reports, dairy/journal
  entries, and friendly letters

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• Writing Curriculum Tools
• -Six Trait Writing and Writers Workshop
• -Creating ideas, organization, voice, sentence
  fluency, word choice, and conventions
• -Daily Five
• -Work on Writing and Writing Journals
• -Word Work
• -McGraw-Hill Reading Series
• -Grammar
• -Spelling (Pretest on Wed. and posttest on Fri.)
• -Daily Language Practice

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• Science Grade Level Expectations
• -Identify and compare solids, liquids and gases
• -Recognize water evaporates and the changes that
  take place
• -Identify sources of thermal and light energy
• -Identify the 3 things needed to provide a
  shadow-light, object, surface
• -Recognize the sun as the primary source of light
  and food
• -Describe the basic needs of most plants
• -Recognize the plant life cycle
• -Identify the major organs of a plant
• -Identify the path of nutrients and water through
  a plant
• -Identify similarities and differences between
  plants and seedlings
• -Classify organisms as producers and consumers
• -Sequence the flow of energy through a food chain
• -Predict the effects of removing part of the food
  chain
• -Recognize clouds and fogs as tiny droplets of
  water
• -Recognize that air takes up space and moves
• -Recognize the sun as a star and the moon as a
  reflector of light
• -Recognize and illustrate the suns movement
  across the sky from east to west
• -Observe and recognize the changes in the moons
  apperance

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• Science Curriculum Tools
• -McGraw-Hill Science Text
• -Internet Resources and Websites
• -Partner in Education
• -Livingston Co. Soil and Water Conservation
• -Field Trip to Litton Ag. Center

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• Social Studies Grade Level Expectations
• -Identify and explain why cities make laws and
  ordinances
• -Discuss and apply responsibilities of a citizen
• -State the main purposes of the Declaration of
  Independence
• -Identify the purpose of the Constitution
• -Explain how the National Anthem symbolizes our
  nation
• -Describe the contributions of Martin Luther King
  Jr.
• -Analyze peaceful resolution by courts, parents,
  teachers, etc.
• -Describe how authoritative decisions are made by
  national govt.
• -Identify and explain the functions of 3 branches
  of govt.
• -Identify public goods and services
• -Conduct a cost-benefit analysis
• -Identify taxes students experience
• -Read and construct maps
• -Identify and locate the Mississippi and Missouri
  Rivers and MOs bordering states
• -Describe location on a grid system
• -Describe how changes in communication and
  transportation effect people
• -Identify regions as urban, rural, etc.
• -Compare how different peoples needs are met in
  different ways

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• Social Studies Curriculum Tools
• -Social Studies Text
• -Internet Resources and Websites
• -Weekly Reader (A current events publication)
• -Mini-Society
• -Creation of a community within the classroom
• -Economics study and videos

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Organizational Tools

• Daily Folder
• Goes from school to home daily
• Includes work graded together, notes, and
  comments from teacher
• Please initial nightly
• Monday Folder
• Goes home on Monday and includes weekly
  newsletter, graded work, and book orders
• Should be emptied and returned on Tuesday
• Classroom Website
• Includes important information Specials
  schedule, spelling lists, newsletters, etc.
• A Link to my email
• Address www.teacherweb.com/MO/FieldElementaryScho
  ol/MrsMcGraw

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BIST Behavior Support

• When a student is unable to meet classroom or
  school standards a safe spot may be utilized.
• A Safe Spot
• Place where student can refocus and get back on
  track.
• Reasons for using a safe spot include
• When a student interferes with the learning of
  other students.
• When a student is emotionally unable to stay.
• When a student is physically or emotionally
  hurtful.
• When a student is unable to allow an adult to be
  in charge.
• Bottom Line
• It is never okay to be hurtful or disruptive!

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Goals For My Students

• To be successful and learn
• Be trusted and respected have friends
• Feel good about him/herself
• To take good care of him/herself and make good
  decisions