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Osborne Elementary School Welcome to Third Grade Parent Orientation Night!

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Title: Osborne Elementary School Welcome to Third Grade Parent Orientation Night!


1
Osborne Elementary SchoolWelcome to Third
Grade Parent Orientation Night!
2
Introductions
  • Mrs. Liz Foley
  • Miss Jenielle Johnson
  • Miss Kylie LaSota
  • Mrs. Claudia Scanlon
  • Mrs. Cathy Villacis
  • Mrs. Barbara Mellett

3
Overview - Miss Kylie LaSota
4
Tonights Schedule
  • 630 730 Cafeteria
  • General Information
  • Overview of Language Arts, Science, Math, Social
    Studies
  • 730 800 Third Grade classrooms
  • Meet and greet
  • Visit your childs classroom(s)
  • Ask general questions

5
Weve had a great start to the year. Thank you
everyone!
6
Third Grade Schedule
  • 840 Tardy bell
  • 845 910 Homeroom/Morning Meeting
  • 910 1055 Language Arts
  • 1055 1140 Specials
  • 1145 1200 Teachers Choice
  • 1205 1235 Lunch
  • 1240 105 Recess
  • 110 210 Math
  • 215 315 Science/Social Studies/Specials
  • 315 325 Organizational Time
  • 330 Dismissal

7
PowerGrade
  • Allows you to view your childs language arts and
    math grades on-line
  • You should have received your childs password
    and an informational packet in the mail. Please
    let us know if you did not receive this.

8
Quaker Valley Grading Scale
  • 98 - 100 A
  • 93 - 97 A
  • 90 - 92 A-
  • 87 - 89 B
  • 83 - 86 B
  • 80 - 82 B-
  • 77 - 79 C
  • 73 - 76 C
  • 70 - 72 C-
  • 65 - 69 D
  • 64 and below F

9
Homework
  • Assigned Monday through Thursday
  • Should take between 30 45 minutes
  • We try to post on our websites
  • We encourage you to help your child with
    homework, but if he/she is really struggling, let
    us know with a little note.

10
Student Planners
  • Students record their homework daily at the
    beginning of their classes.
  • They should be taking them home every day so that
    they use them to remind themselves of the
    homework.
  • Please check and sign your childs planner.
  • Some common acronyms we use
  • H.L. Home Link
  • N.L.P. Nightly Literacy Practice

11
Birthdays
  • No Food Please!

12
Classroom Donations
13
Language Arts - Miss Jenielle Johnson
14
Third Grade Language Arts
  • The topics I will discuss
  • The components of Language Arts
  • Comprehension Strategies
  • Assessments and Differentiation using assessment
    to drive instruction
  • The Daily Five a management system that allows
    for more reading and more differentiation
  • Word Study
  • What you can do at home

15
Reading / Language Arts Program COMPONENTS
  • Phonemic Awareness
  • Comprehension
  • Vocabulary
  • Fluency
  • Writing
  • Grammar
  • Listening and Speaking
  • Research and Informational Skills

16
Strategies Good Readers Use to Comprehend
  • Use Decoding / Phonics
  • Make and Confirm Predictions
  • Create Mental Images
  • Self-Question
  • Summarize
  • Read Ahead
  • Reread to Clarify
  • Use Context to Confirm Meaning
  • Adjust Reading Rate

17
Assessments multiple, ongoing
  • We will review at parent conferences

18
  • One Child at a Time
  • Differentiated Instruction - Using assessment and
    data to inform instruction. Children receive
    instruction that meets their individual needs in
    ways that match their learning style and
    interests.
  • Kids are not all doing the same thing at the
    same time.

19
Management Framework The Daily 5
  • This management system helps the teacher
    facilitate small group instruction and promotes
    student ownership and responsibility.
  • August and September teaching kids to be
    independent readers
  • Book boxes and book room
  • Research about becoming a better reader kids
    read on average 7 min. a day in school
  • Even more than a management system, it is a
    structure that will help students develop the
    daily habits of reading, writing and working with
    peers that will lead to a lifetime of independent
    literacy.

20
The Daily Five Research Base
  • Read to Yourself
  • The best way to become a better
  • reader is to practice each day, with
  • books you choose, on your just-right
  • reading level. It soon becomes a habit.
  • Stamina refers to the length of time the
    student can work independently (ex read to self
    for 8 minutes)
  • Read to Someone
  • Reading to someone allows for more time to
    practice strategies, helping you work on fluency
    and expression, check for understanding, hear
    your own voice, and share in the learning
    community.

21
The Daily Five Research Base (cont.)
  • Work on Writing
  • Just like reading, the best way to become a
    better writer is to practice writing each day.
  • Listen to Reading
  • We hear examples of good literature and fluent
    reading. We learn more words, thus expanding our
    vocabulary and becoming better readers.
  • Word Work/Word Study
  • Correct spelling allows for more fluent writing,
    thus speeding up the ability to write and get
    thinking down on paper. This is an essential
    foundation for writers.

22
Developmental Spelling Words Their Way
  • Students are assessed to find their developmental
    levels for spelling, then well form small
    groups.
  • Students will sort words weekly, always searching
    for patterns and rules, and then applying them to
    new words and their writing.
  • Word study tests and homework routines may be
    somewhat different than in the past. (Transfer
    words)
  • Look for your childs words in a baggie attached
    to his/her agenda.

23
Types of Writing
  • Personal Narrative
  • How-to-Essay
  • Persuasive
  • Compare and Contrast
  • Research Report
  • Expressive Writing

24
Writing/Grammar
  • Grammar skills (parts of speech, sentence types
    and mechanics) will be taught, assessed and
    applied to writing.

25
Research and Information Skills
  • Students engage in a full themes worth of
    instruction in all stages of writing a research
    report, including gathering information,
    note-taking, outlining, drafting, revising, and
    publishing.

26
What to do at home
  1. Continue to read with your child. Talk to
    him/her about words and ideas in books.
  2. Visit the library on a regular basis to make
    books a regular part of children's lives.
  3. Show children that you read books and magazines
    for information and enjoyment.
  4. Listen to the stories children write, as well as
    their jokes or riddles. Encourage them to write
    down their ideas.
  5. Play word games such as Boggle or Scrabble with
    your child.

27
Math - Mrs. Liz Foley
28
The topics I will discuss
  • The big idea How math is taught
  • Components of a lesson
  • Expectations What should children master this
    year?
  • Assessments
  • How you can support your child in math this year

29
How Math is Taught
  • Problem-solving approach
  • Children bring a lot of knowledge with them.
  • We try to connect to what they already know using
    real world situations.
  • Then we build on their knowledge using visual and
    kinesthetic models to make the abstract concrete.
  • We encourage them to grapple!
  • We expect them to share their strategies for
    solving problems. (This not only widens
    everyones understanding, but it helps to work on
    building their mathematical communication
    skills.)
  • We teach procedural knowledge AFTER we explore
    their methods and understandings.

30
Example Multiplication
31
Components of a Lesson
  • Part 1- Teaching the Lesson - Whole Class
  • Mental math

32
Mental math (from lesson 1.11)
Put these numbers in order from smallest to
largest
  • 27,590 20,509 29,700
  • 10,055 10,550 10,505

33
Mental Math (from lesson 8.8)
1 minute ________ seconds 1 hour ________
minutes 1/2 hour ________ minutes
1/4 hour ________ minutes 2/4 hour ________
minutes 3/4 hour ________ minutes
1/3 hour ________ minutes 1/12 hour ________
minutes 1/6 hour ________ minutes
34
Components of a Lesson
  • Part 1- Teaching the Lesson - Whole Class
  • Mental math
  • Math message
  • Whole class discussion
  • problem solving individual, partner, or small
    group

35
  • Part 2 Ongoing Learning and Practice
    partners, individual, or small groups
  • Math Boxes
  • Games
  • Writing

36
(No Transcript)
37
Some Favorite Games
  • Top-It
  • Name That Number
  • Baseball Multiplication
  • All are found in the Reference Book and can be
    played with minimal supplies (could be adapted at
    home for extra practice)

38
Components of a Lesson
  • Part 3 Differentiated Options
  • Readiness Activities
  • Enrichment Activities

39
Certain skills are emphasized in each unit, but
were always revisiting practicing all of the
skills.
  • Unit 1 Routines, Review, Assessment
  • Unit 2 Addition and Subtraction of Whole
    Numbers
  • Unit 3 Linear Measures and Area
  • Unit 4 Multiplication and Division
  • Unit 5 Place Value in Whole Numbers Decimals
  • Unit 6 Geometry
  • Unit 7 Multiplication Division
  • Unit 8 Fractions
  • Unit 9 Multiplication and Division
  • Unit 10 Measurement Data
  • Unit 11 - Probability

40
What should third graders be able to do in math
by the end of third grade?
  • Make change for an amount up to 5.00 with no
    more than 2.00 change given.
  • Know all multiplication facts from 0 x0 through
    10 x 10
  • Create or match a story to a given combination of
    symbols (, -, x, lt, gt, ) and numbers
  • Interpret bar graphs, tables and charts and be
    able to analyze the data using the concepts of
    largest, smallest, most often, least often, and
    middle.

41
Assessment
  • Ongoing, daily checks for mastery
  • Part A students should have mastery of these
    items
  • Part B skills that are still developing
  • Open-Ended
  • Slate/Oral Assessments
  • Self-assessments
  • Games, writing, quizzes

42
How to support your child
  • Family Letters
  • Make visual connections when possible.
  • Encourage estimation.
  • Homework Read the note at the top to see what
    were working on.
  • Homework Help write a brief note to let us know
    if your child struggled
  • Rehearse the facts Just before going to bed
  • Encourage your child to talk about how and why
    they figured something out.

43
Science and Social Studies Mrs. Claudia Scanlon
44
Social StudiesCommunities Around Us
  • Map Skills
  • Learning About Communities
  • What is a community?
  • Work in communities
  • Different Kinds of Places
  • Rural, urban, and suburban communities
  • People and Citizenship
  • Government at work
  • Constitution
  • Our national capital

45
Social StudiesCommunities Around Us
  • Pennsylvania
  • history, geography, economics
  • Junior Achievement
  • Morning Meeting - Current Events

46
ASSET Science
  • 3 Units
  • Plant Growth and Development
  • Rocks and Minerals
  • Chemical Tests

47
Science Content
  • Plant Growth and Development Unit
  • Student will plant and track the growth of
    the Wisconsin Fast Plant from seed to seed
  • The Big Ideas
  • Plants have parts that have
  • a specific function
  • There is an interdependency
  • between bees and plants

48
Science Content
  • Rocks and Minerals Unit
  • Like a geologist, students will discover the
    properties of a collection of rocks and also
    investigate the properties of a set of minerals
    by conducting systematic tests, such as
    magnetism, luster, hardness tests.
  • The Big Ideas
  • The properties of rocks give clues to how they
    were formed
  • The properties of minerals determine how they
    are used, and theyre used everywhere, all around
    us!

49
Science Content
  • Chemical Tests Unit
  • Through a series of tests, students will
    systematically uncover the identity of 5 white
    household powders.
  • The Big Ideas
  • All chemicals have unique physical
  • and chemical properties that identify them
  • The properties of chemicals determine how they
    are used

50
Health - Making Healthy Choices
  • Conflict Situations and Strategies to Resolve
  • Safety - fire, first aid, home alone, outdoor,
    at-home, car, bike, animals
  • Communicable Diseases and Hygiene
  • Drugs - definitions, such as OTC, prescription,
    misuse abuse, saying no
  • Circulatory System - physiology, healthy hearts,
    heart disease

51
Getting in touch with us.
  • foleye_at_qvsd.org johnsonj3_at_qvsd.org
  • scanlonc_at_qvsd.org lasotak_at_qvsd.org
  • Or call front desk 412-749-4003

52
Thank you for coming!
  • The third grade classrooms are open to you at
    this time.
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