At Lewis Elementary School

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Third Grade

• At Lewis Elementary School
• Solon, Ohio

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Welcome to Third Grade Curriculum Night!

• Please find your childs desk and make yourself
  comfortable.
• We will begin promptly at 750.
• While you are waiting, use the yellow stationery
  to write him/her a note. Please leave it on your
  childs desk.
• Thanks! Mrs. Garfield

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Purpose of this Evening

• Tonight we will cover classroom expectations and
  the third grade curriculum.
• If you would like to discuss your child, please
  contact me to determine a day and time. Thank you!

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How to get in touch with me

• Voicemail 440-349-7757, ext. 5814
• Check messages before and after school
• If calling about a bus change or pick-up change,
  please call the office
• directly instead of leaving me a voicemail
  440-349-6225
• Email elissagarfield_at_solonboe.org
• Check email once a day
• Fall Conference
• Please complete a schedule form and return to me
  as soon as possible. I will send a confirmation
  letter to you once all conferences are scheduled.
• Additional Conferences
• As needed, please call or email to schedule a
  time to meet.

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Family Information System
www.solonschools.org ? Schools ? Lewis ? Elissa
Garfield

• The Family Information System is a vital
  parent-teacher link. On my classroom website,
  you will find
• Calendar
• Upcoming assessments
• Holidays
• Field trips
• Homework
• Special events
• Class News and Photos
• I Can Statements for all units of study
• Useful website links that can support your
  childs learning
• Email access

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Behavior Expectations

• Rules
• Follow directions
• Keep hands, feet, and objects to yourself.
• Teasing and name-calling are not permitted.
• Respect is the key!
• Consequences
• Reminder Blue Card
• Think Sheet Yellow Card
• Note or phone call home Red Card
• Severe behavior Principal
• Rewards
• Classroom money for monthly prize shop
• Whole-class parties for earning 30 marbles

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Homework and Behavior Follow-through

• Daily log is used for recording behavior,
  assignments and reminders.
• Homework packets go home on Monday and are to be
  returned on the following Monday.
• Homework packets will include nightly reading,
  First in Math and assignments that support
  classroom learning.

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Homework and Behavior Follow-through

• To help reinforce positive study habits at home
• Have your child complete some homework each
  evening.
• Check your childs work for errors and have them
  correct it before turning it in.
• Sign your childs Daily Log sheet at the end of
  the week (turned in Mondays).
• Science and Social Studies materials will come
  home one week prior to an assessment.
• Review Unit tests that are sent home. Sign and
  return the next school day.

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Birthdays

• You are welcome to send in birthday treats on
  your childs birthday.
• If you would like to come in and read a book to
  the class, please contact me to set up a time.
• If your child has a food allergy,
• please let me know.

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Ohio Achievement AssessmentsGrade 3

• Reading Test October 6 April 26
• Math Test April 27
• Results shared with parents once they are
  received (usually 2 months following test).
• Regardless of test results, all students will
  continue to receive focused instruction
  appropriate to their needs.
• Students who do not pass the reading test in the
  fall will receive intensive instruction that
  targets areas of weakness.

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Solon Language Arts Philosophy

• Differentiation/Grouping
• Direct Strategy Instruction
• Student choice
• Assessment and Feedback
• Guided Practice
• Time for Independent Practice
• Intervention

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Readers Workshop

• Mini-Lesson - Daily, brief, powerful, whole group
  demonstrations about how reading works or how
  readers work.
• Example Using context clues to determine the
  meaning of unknown words.

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Readers Workshop

• Independent Reading Daily, silent, sustained
  reading from a self-selected text. Students are
  expected to read just right books from a
  variety of genres, stay on task, and reflect upon
  their reading.

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Readers Workshop

• Guided Reading - groups are flexible and fluid.
  Students are grouped according to needs and
  appropriate focus.
• Teacher role
• Teacher meets with small groups. Teachers select
  a text and focus based upon data, provide a text
  introduction for students, and provide
  descriptive feedback to students across the
  guided reading lesson.
• Student role
• After having read chunks of the text, students
  meet with the teacher and share their thinking
  and reflect on their success with the reading
  topic. Students participate in an active
  discussion which incorporates comprehension,
  questioning, and higher-order thinking skills.

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What is a just right book?

• A book is "just right" when a student thinks
  about a purpose for reading and can evaluate a
  text for its ability to match that purpose.
• Students are more likely to be able to choose an
  appropriate text when they know a variety of ways
  to evaluate it.
• Students who can effectively choose appropriate
  texts will be less likely to abandon books they
  choose and more likely to spend more time in
  engaged reading.

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Finding The "Just-Right" Book

• Easy Books (Downhill Books) Help children to
  read more smoothly and are fun to read aloud or
  silently.
• A favorite book that has been read multiple times
  is an easy book.
• Your child knows, can understand, and read almost
  every word.
• Your child reads the book easily and smoothly.
• Fun to read, but does not provide mental
  exercise.

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Finding The "Just-Right" Book

• Just-Right Books (Flat Road Books) Just-right
  books help children learn the most as they
  provide just enough challenge. The child should
  be able to figure out most of the words and
  understand what is going on in the text.
• Your child is interested in the book.
• Your child can tell you what is happening in the
  story.
• Your child has to occasionally reread parts of
  the text to understand it.
• There may be a few words on the page that your
  child needs help reading.
• Most reading is smooth-only occasionally choppy.
• Provide good mental exercise.

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Finding The "Just-Right" Book

• Hard Books (Uphill Books) Hard books can do more
  harm than good. If your child selects a book that
  is too difficult for him/her to read suggest
  reading later or read it to him/her.
• Your child is interested in this book.
• Your child is confused about what is happening.
• Your child has difficulty understanding the book
  even after reading passages.
• Your child needs a lot of help to read this
  book.
• Feels exhausting.

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• Excerpt from Report Card Guidelines for Reading
• (3 or proficient level on the rubric)
• Fluency
• Occasional teacher support necessary to
  Demonstrate mostly fluent and phrased reading,
  with an adequate reading rate and with attention
  to most punctuation Read with expression that
  demonstrates comprehension
• Acquisition of Vocabulary
• Occasional teacher support necessary to
  Determine the meaning of unknown words and
  phrases by using a variety of context clues
• Reading Process
• Occasional teacher support necessary to Use
  strategies such as predicting, inferring, and
  summarizing Compare and contrast information
  between texts Self-monitor and adjust to
  comprehend a variety of text
• Informational Text
• Occasional teacher support necessary to Use
  non-fiction text features/structures to locate
  and comprehend information Use main/central
  ideas and supporting details to summarize text
• Literary Text
• Occasional teacher support necessary to Describe
  the characters using thoughts, words and actions
  of a character Describe the setting of the
  selection Identify the main incidents of plot
  sequence, including the problem and solution
  Identify the theme
• Written Response to Reading
• Occasional teacher support necessary to Use
  graphic organizers to demonstrate comprehension
  Answer literal, inferential, and evaluative
  questions to demonstrate comprehension Write
  responses to reading that includes a simple
  interpretation of a literary work and supports
  judgments with specific references to the text

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Word Study

• Mini-lesson Teacher presents whole group
  demonstrations about spelling strategies.
• Example Visualizingwrite the word several ways
  to see what looks right
• Word Study Groups - Teachers assist children in
  socially constructing spelling generalizations.
  Children respond to teacher questions/directions
  by completing sorts, tasks, looking at writing,
  completing assessments, or engaging in spelling
  activities.
• Application to Independent Writing - Teacher is
  primarily focused upon working through writing
  content and conventions. When spelling is a
  convention focus, past spelling generalizations
  are reinforced. Children look through their
  writing for evidence of spelling transfer or to
  reflect on feature knowledge already studied.

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Word Study

• How can parents help their children with
  spelling?
• Encourage your child to reread his/her work.
  Have your child identify words that do not look
  correct. This is the first step to better
  spelling. Encourage your child to apply the
  spelling patterns he/she knows.
• Help your child review or learn our list of sight
  words. These words do not necessarily fit into
  any spelling pattern, but are extremely important
  in daily writing. Children will be expected to
  spell these words correctly in their writing.

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Third Grade Spelling Standard (excerpt from
report card)

• Late Within Word
• Consistently Uses
• Long vowel patterns (boat, meet, drive)
• Pre-consonant nasal sounds (land, jump)
• Complex consonant units (scrap, throw)
• Ambiguous vowel units (spoil, shawl, moon)
• Uses But Confuses
• Consonant doubling e-dropping with ed and
  ing endings

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Writers Workshop

• Mini-lesson
• Daily, brief, powerful, whole group
  demonstrations about how writing works.
• Example One powerful introduction strategy is to
  write an interesting fact.

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Writers Workshop

• Independent Writing
• Students write on self-selected topics or
  teacher-directed topics. Students maintain a
  writing folder and/or writers notebook.

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Writers Workshop

• Guided Small Group Instruction
• Teacher meets with small groups of students to
  teach or re-teach about some aspect of writing
  that represents a common need for the group.
  Children apply the concept into their own
  writing.

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Writers Workshop

• Conferencing
• Teacher confers with students to give
  descriptive feedback on one aspect of writing
  and/or to collect data. Students are expected to
  act on this feedback to improve some aspect of
  their writing.
• Group Sharing/Authors Chair
• Students listen to writing and offer feedback in
  a three point discussion for example positive
  comments, suggestions for improvement, and
  questions for student author.

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Writing Genres of StudyGrade 3

• Expository
• The student understands that the purpose of
  expository writing is to describe, explain,
  instruct, retell/recount, or to explore or
  maintain relationships with others.
• Narrative
• The student understands that a story gives an
  account (fictional or personal narrative) of a
  sequence of events. Generally, the beginning
  introduces the setting and characters and
  sometimes introduces the problem the middle
  further develops the problem the end provides
  closure for the reader. Writers use descriptive
  words to add interest and details for more
  clarification.

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Math

• Patterns, relations, and functions
• Example Extend multiplicative and growing
  patterns, and describe
• the pattern or rule in words.
• 2, 4, 8, 16, ____
• Numbers and number relations
• Example Identify and generate equivalent forms
  of whole
• numberse.g.,36, 30 6, 9 x 4, 46-10, number of
  inches in a yard.
• Geometry
• Example Analyze and describe properties of two
  and three
• dimensional objects using terms such as vertex,
  edge, angle, side
• and face.

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Math

• Algebra
• Example Represent problem situations using
  equations (e.g., 5 n 7) and inequalities
  (e.g., m 2 lt 5) and solve.
• Measurement
• Example Measure weight, length, and volume
  (capacity) to the nearest ½ or ¼ unit by using
  appropriate metric and customary units.

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Math

• Estimation and mental computation
• Example Demonstrate fluency in
• multiplication facts through 10 and
• corresponding division facts.
• Data analysis and probability
• Examples Analyze and interpret information on a
  timeline.
• Conduct a simple experiment or simulation of a
  simple event, record the results in a chart,
  table or graph, and use the results to draw
  conclusions about the likelihood of possible
  outcomes.

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Math I Can Statements

• Each unit has a set of I Can statements, which
  align to specific state indicators in math,
  written in child-friendly terms.
• I Can Statements identify all the concepts and
  skills that students should be able to do by the
  end of the unit.

• Unit 1 - Sampling and Classifying
• I Can Statements
• I can draw conclusions based on the information
  from a table or graph.
• I can make predictions based on the information
  from a table or graph.
• I can match a set of data to a specific
  graph.D6I can translate a set of data
• between a chart, a table or a graph.
• I can find the mode of a set of data and explain
  what it means.

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How can I help my child in math this year?

• Once you receive information on First in Math,
  our online math program, please make sure your
  child is playing on a daily basis. The focus
  this year will not be on accumulating stickers.
  Rather, students are encouraged to increase their
  speed while solving problems.
• Tell time and count money together. Ask
  real-world questions such as
• What time is it? What time will it be in 15
  minutes?
• How much time before soccer practice begins?
• How much change should we get after we buy
  these pencils?
• How much more money do you need before you can
  buy ....?
• Check over math homework together.
• Check over math assessments together.
• Let the teacher know if there is a concept that
  is particularly difficult for your child.

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Science Units

• Rocks Soil
• Nutrition
• Forces Motion
• Animal Adaptations Environments

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Rocks Soil

• Unit Summary
• Rocks and soil have distinct properties. The
  properties of rocks help scientists identify what
  type of rock they are and how they are formed.
  The properties of soil help scientists identify
  the composition of the soil. All living things
  are dependent on rocks and soil.
• Big Idea
• Rocks and soil are important because they are
  interconnected to Earths living things and its
  history.

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Nutrition

• Unit Overview
• Nutrition directly affects a persons physical
  and mental health. Using the food pyramid, people
  can create a healthy, balanced diet. It is
  important to understand the relationship between
  exercise and calories. Experiments conducted with
  nutrition will be expected. Scientific
  observations should be recorded and communicated
  accurately. Through technology, the career of a
  nutritionist will be expected.
• Big Idea
• Understanding that nutrition makes a difference
  in our health and lifestyle.

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Forces Motion

• Unit Summary
• An objects position can be described by locating
  it relative to another object or the background.
  An objects motion can be traced and measured
  depending on its position over time. Gravity,
  magnetism and collision are forces that affect an
  objects motion. When an object experiences a
  force such as a push or pull, changes can be
  predicted.
• Big Idea
• Forces directly affect objects and their motion.

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Animal Adaptations Environments

• Unit Summary
• Animals have different life cycles that can be
  compared and contrasted. Animals have a variety
  of structures and functions that can be related
  to survival. Changes in animals habitats
  positively or negatively affect their survival.
• Big Ideas
• Animals have different life cycles. They adapt in
  a number of ways in order to survive in their
  changing environments.

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Social Studies Units of Study
Solon History People in Societies (Culture)
Geography
Local Government
Economics
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Solon History Culture

• Unit Overview
• The focus will be a historic and cultural study
  of the local community over time. Using multiple
  sources, students will analyze perspectives,
  practices and products of different cultures.
  They will draw logical conclusions to evaluate
  the impact of their commonality and diversity
  within local settings. Students read and
  interpret pictographs and bar graphs to
  communicate information.
• Big Ideas
• People have different cultural practices which
  should be appreciated and respected.
• People cause changes in their community, the
  effects can be positive or negative.
• Tools are available to help locate information
  and solve problems.

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Geography

• Unit Overview
• Students use knowledge of geographic locations,
  patterns, and processes to show the
  interrelationship between the environment and
  human activity over time. Students use maps as
  tools to learn about physical and human features.
  The Greater Cleveland area has landforms (e.g.,
  rivers, Lake Erie) climate (e.g., 4 seasons),
  vegetation (e.g., corn, apples, trees),
  population (e.g., rural, urban, suburban) and
  economic characteristics (e.g., the types of
  jobs).
• Big Ideas
• Tools are available to help locate information
  and solve problems.

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Local Government

• Unit Overview
• Students use knowledge of the purposes,
  structures, and processes of political systems at
  the local level to understand that people create
  systems of government as structures of power and
  authority to provide order, maintain stability
  and promote general welfare.
• Students use knowledge of the rights and
  responsibilities of citizenship in order to
  examine and evaluate civic ideals and to
  participate in community life and the American
  democratic system.
• Students collect information from multiple
  sources. Students communicate this information
  using appropriate social studies terminology in
  oral, written or multimedia form and apply what
  they learned to societal issues simulated or
  real-world settings.

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Economics

• Unit Overview
• Students use economic reasoning skills and
  knowledge of major economic concepts, issues and
  systems in order to make informed choices as
  producers, consumers, savers, investors, workers,
  and citizens in an interdependent world.

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Technology Across the Curriculum

• 3rd Grade Technology Standards Include
• Basic operations and computer awareness
• Example opening closing programs
• Document design (word processing)
• Example editing text with copy paste
• Data analysis (spreadsheet)
• Example creating a graph using the chart wizard
• Multi-media design
• Example creating a Power Point presentation
• Communications information literacy (search
  engines)
• Example performing an advanced search using
  Google or Yahoo

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Specials Please refer to insert for curriculum
information

• Physical Education Ms. DAmato
• Day of the Week Wednesday
• Media / Library Mrs. Ebert
• Day of the Week Thursday
• Art Mr. Nyerges
• Day of the Week Monday
• Music Mrs. Kleman
• Day of the Week Tuesday

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Handwriting

• Students will review all printed and cursive
  letters throughout the year.
• Please refer to the cursive strokes included in
  your packet.
• Students are not required to write in cursive in
  journals, on tests, etc.
• Students are expected to write neatly, whether
  printing or using cursive. Writing neatly
  includes using proper letter formation and
  spacing.

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Reminders

• Please write a note to your child and leave it on
  or inside his/her desk.
• Complete conference forms and return as soon as
  possible.
• Visit the book fair tonight-proceeds benefit the
  classroom?.

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We are a team!

• Together, we can make this a positive, successful
  year for your child!
• Please do not hesitate to contact me with
  questions or concerns.

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PTA Announcements
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Thank you for coming tonight! I look forward
to seeing each of you at our fall conference.