Mrs. E. Romanowicz

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Welcome

• Mrs. E. Romanowicz
• Grade 3

• Next meeting starts at
• 700
• 730

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Our Day/Week

• Working with Words
• Science and Social Studies Mrs. Clay-Thorn
• Math
• DPA
• Reading Workshop
• Independent Practice Time (A.W.A.R.D)
• Writing Workshop
• Religion
• Agenda and dismissal check agenda daily
• Visual Arts and Music one period each week -
  Miss. Switensky

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The Language Program
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The Language Program

• Word Study
• Students are placed in groups based on diagnostic
  assessment. They are expected to muster the
  spelling of 15 words of their choosing by the end
  of a 5 day cycle. In addition, spelling rules and
  language patterns are thought through daily 10
  min. mini lessons.
• Reading
• The goal is to shape independent readers who
  understand what helps them to make sense of the
  text they read
• Writing
• Students will produce six text forms narrative,
  procedure, explanation, recount, opinion, report.
  They will apply the 61 traits of writing
  organization, ideas, word choice, sentence
  fluency, voice, conventions (presentation)

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Language Binder

• It is used to store word study materials
  personal sight words list and a personal
  dictionary
• Guided Reading book
• Reading Workshop materials
• Writing Workshop materials
• Your child needs an Avery white binder with rings
  on the back cover and 5 insertable dividers from
  Staples

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Math

• Number Sense
• Patterning and Algebra
• Measurement
• Geometry and Spatial Sense
• Data Management and Probability

Mathematics is taught through a three part
lessons Before teaching time During practice
with a partner After on your own
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Assessment

• Your child is assessed in a variety of ways
• First, information is gathered about your childs
  needs as a reader and writer and mathematician
• Next, instructions are delivered based on these
  needs in small groups
• Then, a grade is assigned based on observations,
  conferences, work samples and test (Math)
• The grade reflects how well a child achieved
  specific expectation as outlined in the Ontario
  Curriculum document
• Level 2 approaching provincial standard
• Level 3 Provincial standard
• Level 4 beyond provincial standard

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Student Portfolio

• Portfolios Only best work is proudly taken
  home!
• Only final, independently completed pieces are
  given a grade
• Rubrics are used to determine a level of
  achievement
• Practice pieces are not assessed

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Categories Level 1 Level 2 Level 3 Level 4
Knowledge and Understanding Demonstrates limited knowledge and understanding of the text form Demonstrates some knowledge and understanding of the text form Demonstrates considerable knowledge and understanding of the text form Demonstrates thorough knowledge and understanding of the text form
Thinking Generates and supports ideas with limited effectiveness Generates and supports ideas with some effectiveness Generates and supports ideas with considerable effectiveness Generates and supports ideas with a high degree of effectiveness
Communication - Expresses and organizes ideas with limited effectiveness - Communicates for specific audience and purpose with limited effectiveness -Expresses and organizes ideas with some effectiveness - Communicates for specific audience and purpose with some effectiveness -Expresses and organizes ideas with considerable effectiveness - Communicates for specific audience and purpose with considerable effectiveness -Expresses and organizes ideas with a high degree of effectiveness - Communicates for specific audience and purpose with a high degree of effectiveness
Application -Transfers knowledge with limited effectiveness -Makes connections among topics, personal experiences and life situations with limited effectiveness -Transfers knowledge with some effectiveness -Makes connections among topics, personal experiences and life situations with some effectiveness -Transfers knowledge with considerable effectiveness -Makes connections among topics, personal experiences and life situations with considerable effectiveness -Transfers knowledge with a high degree of effectiveness -Makes connections among topics, personal experiences and life situations with a high degree of effectiveness
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Homework

• Reading
• We are building our stamina for reading. Most
  students can engage in sustained reading for 20
  min.
• Reading is thinking metacognition
• What helps you to make sense of the text you read
• We are not passive, we interact with texts
• Texts meant to influence the reader in some way

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Helping your child to become a better reader
things to consider

• Look at the cover, do a picture walk
• Think what you already know about the topic
• Predict the story line
• Anticipate vocabulary
• Make connections
• Retell the story
• Ask thick questions
• What is the author trying to tells us
• What is the author not telling us
• Who is this book for
• How might other people (of other ethnic
  background, gender, age) interpret the story
• Whose voice is being heard
• Whose voice is not heard

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Helping your child to decode a word

• Word decoding strategies
• Use picture clue
• Look at the first letter, what sound does it make
• Slide over the sounds, or put them together fast
• Look at the vowel combination ee, ae, ai,
• Look its a blend or a diagraph bl, br, fl, ch,
  sh,
• What rhymes with best
• Read on and come back what do you think makes
  sense
• How do we say it in English
• Fluency Reading should sound like talking

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Homework

• Math
• Your child will have Math homework when work is
  not finished in class
• Or
• Extra practice is required
• 30 min. of homework is expected for grade 3 (10
  min. per grade)

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• http//www.eqao.com/categories/home.aspx?LangE

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Other

• Morning Snack is a healthy snack
• Indoor /Gym shoes and modest comfortable clothing
  
• Use Ziploc bags replace as needed
• Class Portal suggested Math activities,
  important information
• www.hcdsb.org http//schools.hcdsb.org
  /pete/
• Schools
• Schools and administrative sites
• St. Peter
• Portals for this school
• Mrs. Romanowicz Oh, the Places Youll Go

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Millions saw the apple fall Newton asked why