Weekly News ~ February 1822
This page will change weekly to reflect what our students will be learning for the week and other miscellaneous info. This website can be viewed in mobile view also.
Although the third grade team works very closely planning lessons, tests, etc., each class of students will vary in how fast a unit can be taught. Therefore, it is VERY important that you check your child's agenda book each week to keep abreast on when tests will be given in your child's homeroom.
Although the third grade team works very closely planning lessons, tests, etc., each class of students will vary in how fast a unit can be taught. Therefore, it is VERY important that you check your child's agenda book each week to keep abreast on when tests will be given in your child's homeroom.
Lifeskill of the Week

Important DatesFebruary 18 ~ School in Session ~ MakeUp Day
March 1822 ~ IRead Testing April 22  May 17 ~ ILearn Testing 
IRead Resources to Help You Help Your Children
Miscellaneous Information
Quick Access to Class Websites
Our Weekly Work
READING:
These units run two to three weeks and will accumulate with a summative assessment before beginning the next unit. These assessments will include multiple choice, and short and long openended questions which require the students to understand and be able to apply concepts taught in class.
These units run two to three weeks and will accumulate with a summative assessment before beginning the next unit. These assessments will include multiple choice, and short and long openended questions which require the students to understand and be able to apply concepts taught in class.
Reading  Unit 5
Unit 5 Objectives:
I can use the Yes, MAAM strategy to answer questions requiring evidence from text.
I can use the term chapter to refer to the parts of stories & describe how each chapter builds on earlier chapters.
I can explain how illustrations give the reader information about mood, characters, and setting.
I can identify stanzas, rhyme, and rhythm in poetry.
I can use context clues to understand the meaning of unknown words.
I can identify similes and metaphors.
I can recognize the meanings of idioms in text.
I can identify the theme in tall tales and other folktales.
I can use the Yes, MAAM strategy to answer questions requiring evidence from text.
I can use the term chapter to refer to the parts of stories & describe how each chapter builds on earlier chapters.
I can explain how illustrations give the reader information about mood, characters, and setting.
I can identify stanzas, rhyme, and rhythm in poetry.
I can use context clues to understand the meaning of unknown words.
I can identify similes and metaphors.
I can recognize the meanings of idioms in text.
I can identify the theme in tall tales and other folktales.






ELA:
Writing ~ Students will be given a one paragraph prompt each Monday and will turn in a completed final copy each Friday. Every fourth week, students will choose one of their writings to expand upon. This process may take one to two weeks, which will include typing the personal narrative on their computer to be printed out.
Grammar ~ Students will have a MondayThursday worksheet to complete and a quiz will follow on Friday.
Spelling ~ Your child will bring home a new word list every Friday for the following week. Since we differentiate, your child will either have a 20word list, a 10word list, or a 5word list. If we should find that a student needs a different list, we will adjust accordingly. If your child's list has been misplace, you may download a list each week below. You can also find your child's list directly on the Spelling City website. They are also typed out on the agenda slips in your child's agenda book. Note: The list includes all 20 words on the agenda slip.
Cursive Writing ~ Teachers will be working at their own pace in this subject.
Typing Club ~ Information has been sent home.
Writing ~ Students will be given a one paragraph prompt each Monday and will turn in a completed final copy each Friday. Every fourth week, students will choose one of their writings to expand upon. This process may take one to two weeks, which will include typing the personal narrative on their computer to be printed out.
Grammar ~ Students will have a MondayThursday worksheet to complete and a quiz will follow on Friday.
Spelling ~ Your child will bring home a new word list every Friday for the following week. Since we differentiate, your child will either have a 20word list, a 10word list, or a 5word list. If we should find that a student needs a different list, we will adjust accordingly. If your child's list has been misplace, you may download a list each week below. You can also find your child's list directly on the Spelling City website. They are also typed out on the agenda slips in your child's agenda book. Note: The list includes all 20 words on the agenda slip.
Cursive Writing ~ Teachers will be working at their own pace in this subject.
Typing Club ~ Information has been sent home.
MATH:
We understand that math can be difficult for students and parents alike. Therefore, we have set up a page on this site called "Parent Math Resources" which can help you assist your children.
We understand that math can be difficult for students and parents alike. Therefore, we have set up a page on this site called "Parent Math Resources" which can help you assist your children.
MATH  Unit 5 ~ Fractions ~ Part 1
Because each classroom is different as to how fast students grasp math concepts, each teacher will determine when a test is to be given. Therefore, it is important that you check your child's agenda book each Friday for this information.
Unit 4 (Students should have been practicing math facts and need to know them by the fourth quarter.)
I can divide a whole into equal parts and label the equal parts shown.
I can define a fraction as a symbol that names equal parts of whole.
I can divide shapes into parts with equal areas and represent each part as a unit fraction.
I understand that fractions are formed when a set is divided into equal parts.
I can write a unit fractions for parts of a set using denominators 2, 3, 4, 6, and 8.
*See "Parent Math Resources" for more explanation of these concepts under Unit 5 Fractions.
I can divide a whole into equal parts and label the equal parts shown.
I can define a fraction as a symbol that names equal parts of whole.
I can divide shapes into parts with equal areas and represent each part as a unit fraction.
I understand that fractions are formed when a set is divided into equal parts.
I can write a unit fractions for parts of a set using denominators 2, 3, 4, 6, and 8.
*See "Parent Math Resources" for more explanation of these concepts under Unit 5 Fractions.

