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Welcome to 3 rd Grade Curriculum Night. Mrs. Boutelle Mrs. Fleming Mrs. Kaiser Mrs. Williams. Teacher Candidates: Ms. Keen Mrs. Tostado Ms. Wright. Our Daily Schedule. 8:45 – 9:30 Writing/ Cursive (Library) 9:30 – 11:15 English Language Arts Recess/ Snack/ Bathroom Break (10-10:15)
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Welcome to 3rd GradeCurriculum Night • Mrs. Boutelle • Mrs. Fleming • Mrs. Kaiser • Mrs. Williams Teacher Candidates: Ms. Keen Mrs. Tostado Ms. Wright
Our Daily Schedule • 8:45 – 9:30 Writing/ Cursive (Library) • 9:30 – 11:15 English Language Arts • Recess/ Snack/ Bathroom Break (10-10:15) • 11:15-12:00 Science • 12:00-12:40 Lunch/Recess • 12:40-1:15 Response To Intervention • 1:15-2:15 Math • 2:15-2:45 Social Studies • 2:45-3:30 Specials
English Language Arts Writing • Writing structure is taught using Write from the Beginning. • This process has students put their thoughts into a thinking map before they are asked to write sentences, paragraphs, and stories. It teaches them how to write. • During writing we will focus on writing personal narratives, imaginative narratives, and writing responses to literature (goes with Reading Street.) • Explanatory/Informative writing projects will be done in the areas of Social Studies and Science. • This year we will also be implementing cursive into our writing block. We will be using the Zaner- Bloser Handwriting curriculum.
Thinking Maps • This year we are focusing on learning these thinking maps: • circle – brainstorm, • bubble – describing • double bubble – compare and contrast, • tree – categorize, • flow – sequence, • multi-flow – cause and effect,
Words Their Way • Spelling is embedded into English Language Arts; not a separate grade. • We use Words their Way to help them develop their spelling at their individual level. • Students took an assessment to see where they are, and will be given word sorts to focus on skills that they need to increase their spelling skill. • There are several different sorts they will be doing to learn the skill that they are on. • They will be assessed on the skill they are working on, NOT a set list of words.
95% Group • Curriculum designed to assist teachers with their reading instruction and ensure success for struggling readers. • Additionally provides instruction for reading multisyllabic words • 95 % group developed a lesson plan format that provides teachers with a guide for creating explicit phonics instruction.
DATA • DRA, DIBELS, RI, DAZE, PSI, DVRA: these tell us fluency, comprehension and phonemic gaps • DVMA, MI- this will tell us math gaps • WTW/95% - show us their spelling/phonics gaps • We use all of the data collected to help us plan our instruction for whole group and small group. • This data also is communicated to our reading specialists and administration
RTI : Response to Intervention • This is a 30 minute block which allows teachers and reading specialists to pull small groups to work on those specific gaps. Students who are not in small group are working on independent/partner activities that extend the learning. • Another program that is being used to fill gaps is System 44. This program is lead by Mrs. Sanderson and uses a computer based program as well as small group instruction.
Math • Eureka Math in our adopted curriculum. • It is important for students to continue practicing their math facts at home in order to provide a smooth transition into 3rd grade’s harder concepts. • There will be a pretest for each module/topic to help differentiate our instruction.
New Focus FEWER TOPICS CLEARER FOCUS HIGHER EXPECTATIONS
P C A o b i n c s c t t r r o e a r t c i e t a l Pictorial
Social Studies • This year we are going to learn about Communities Around Us, Communities and Geography and Government. • Students will be involved in discussions and explaining their learning through writing. • Social Studies textbook Website: http://www.harcourtschool.com/ss1/index_na.html
Science • We will be covering Light and Sound as well as Life on Earth. • Lots of the learning is done in-class with hands-on experiments, and students explaining their learning/thinking through writing.
PLC / Early Release Days • We will be working in grade level or content area teams to address Improving student academic growth and achievement. This month we will answer four driving questions: • What do we want students to know? • How will we know that they have learned it? • What do we do if they didn’t learn it? • What do we do if they already know it? • This time provides the framework for all staff to work collaboratively for the success of all.
