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    About Room A-10...

    Third Grade Curriculum 

    2019-2020

    Language Arts Description- These principles are important to consider when students are learning to read.  

    • Students learn by talking.
    • Students need to process a large amount of written language.  
    • The ability to read and comprehend texts is expanded through talking and writing.
    • Learning deepens when students engage in reading, talking, and writing about many different instructional contents.  

    This year, we will follow The Teachers College of Reading and Writing Curriculum  during our Reading Workshop.  Our Reading Workshop will follow the workshop model of a mini-lesson, conferring with students, small groups, and a share. In addition to this curriculum we will be using Interactive Read-Alouds and Guided Reading resources from Fountas & Pinnell.

    Below you will find a resource followed from the Teachers College of Reading and Writing about Reading Workshop. 

    The 10 Essentials of Reading Instruction 

    To make real progress as readers, students need three things—access to the books they find fascinating, time to read, and expert instruction. No matter how expert your instruction, if kids don’t get enough time to read, or don’t have enough engaging books to read, they won’t progress. In the same way, if they have lots of books, but no one teaches them explicitly or confers with them about their reading, they won’t maximize their potential as readers. 

    1. Above all, good teachers matter. Learners need teachers who demonstrate what it means to live richly literate lives. Teachers need professional development and a culture of collaborative practice to develop their abilities to teach. 
    2. Readers need long stretches of time to read. A mountain of research supports the notion that teachers who teach reading successfully provide their students with substantial time for actual reading. 
    3. Readers need opportunities to read high-interest, accessible books of their own choosing. Students need books that they can read with high levels of accuracy, fluency, and comprehension. They need opportunities to consolidate skills so they can use them with automaticity within fluid, engaged reading. 
    4. Readers need to read increasingly complex texts appropriate for their grade level. To develop robust reading skills, students need to read increasingly complex texts. Teachers can scaffold instruction to provide students with access to these texts when they cannot read them independently. 
    5. Readers need direct, explicit instruction in the skills and strategies of proficient reading. Explicit instruction in comprehension strategies can make a dramatic difference in lifting the level of students’ reading. Teachers provide guided practice in these strategies, gradually releasing responsibility to students until students are able to use these strategies independently. 
    6. Readers need opportunities to talk and sometimes to write in response to texts. Talking and writing both provide concrete, visible ways for learners to do the thinking work that later becomes internalized and invisible. 
    7. Readers need support reading nonfiction books and building a knowledge base and academic vocabulary through information reading. Students’ general knowledge is closely related to their ability to comprehend complex nonfiction texts. Students who read a great deal of nonfiction increase their vocabulary and gain knowledge about the world.  
    8. Readers need assessment-based instruction, including feedback that is tailored specifically to them. Learners are not all the same. Teaching, then, must always be responsive, and our ideas about what works and what doesn’t work must always be under construction. 
    9. Readers need teachers to read aloud to them. Read-aloud is essential to teaching reading. Teachers read aloud to embark on shared adventures, to explore new worlds, and to place provocative topics at the center of the community. Read-aloud helps students develop deep comprehension skills, vocabulary, and a positive understanding of what reading can be. 
    10. Readers need a balanced approach to language arts, one that includes a responsible approach to the teaching of writing as well as reading. Reading is critical, but it’s not everything. In a democracy and a world that requires people to speak up, writing needs to takes its rightful place alongside reading as one of the basics. Children need to have a well-rounded, balanced diet of literacy instruction.

    We will be teaching our Writer’s Workshop using the same curriculum designed by The Teachers College of Reading and Writing following the same workshop model. The ultimate goal is for students to develop increased independence and dramatic growth in the level of their writing, as they become confident, engaged members of a larger caring community of writers. Although Spelling will be a focus during Writing time, this will not be the main focus or worry until we enter the editing stage of the Writing Process. We will be focusing on units of Personal Narratives, Informational texts, Literary Essays, Persuasive pieces, Poetry, and Fairy Tale Adaptations. 

    Spelling/Vocabulary- The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study  provides students with the  knowledge to develop on their journey to becoming expert word solvers and effective readers and writers.  This is a word study program that focuses on the connection between reading and writing.  There are phonics, spelling and word study components. The goal is for each child to practice and apply these spelling skills in his/her daily reading and writing. Students will learn to spell the words forever- not just for a Friday test. There will be no weekly Spelling tests, but there will be daily practice and instruction. There will be no Spelling homework as we will focus and engage in Spelling activities during all parts of the day. 

    Math Description- The Common Core Standards will serve as the cornerstone of the math curriculum. These standards are bundled into five domains: operation and algebraic thinking, number and operations in base ten, number and operations in fractions, geometry, measurement, and data. During third grade, students continue their exploration of multiplication with the expectation of fluency in multiplication. Students will begin the exploration and modeling of division and fluency expectations will not occur until fourth grade. Students will explore place value with larger numbers and adding and subtracting 4 digit numbers. We will begin our investigation of fractions, examine measurement in both metric and linear units, continue time studies to the nearest minute, and solve many multi-step real world problems. Students will have access to online materials to support their study.

    Bridges Math-Bridges in Mathematics, second edition, is a comprehensive K–5 mathematics curriculum that equips teachers to fully implement the Common Core State Standards for Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruction, structured investigation, and open exploration. The program taps into the intelligence strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful. 

     

    Bridges Activities 

    A Bridges classroom features a combination of whole-group, small-group, and independent activities that are problem centered. Third graders engage in five major kinds of activities:  

    1. Problems & Investigations

    2. Work Places

    3. Math Forums

    4. Problem Strings

    5. Assessments

       

      Students will also be assessed on these Mathematical Practices within the classroom:

     

    1. 1. Make sense of problems and persevere in solving them.
    2. 2. Reason abstractly and quantitatively. 
    3. 3. Construct viable arguments and critique the reasoning of others.
    4. 4. Model with Mathematics.
    5. 5. Use appropriate tools strategically. 
    6. 6. Attend to precision. 
    7. 7. Look for and make use of structure. 
    8. 8. Look for and express regularity in repeated reasoning.

     

    Inquiry- This is a time where we work very closely between both Miss Mitchell’s and Mrs. Chaloupka’s classes. Inquiry is an official investigation based on our curiosity, questioning, and research. Students and I will come up with a problem or topic that we will investigate. That problem or topic becomes a driving question. This driving question will help guide our research on finding a solution. Inquiry helps students to find tools and a path that they need to solve the problem. It is a time of exploration, cooperative and independent learning, brainstorming, designing, reflecting and starting the cycle over again. Most of the topics we will end up exploring are real and authentic for students in the role they play in today’s world. Please note that students will be spending a lot of time working with different partners and small groups  adding a unique and talented perspective to the problem at hand. This teaches students flexibility in working with others and their thinking, which is a very important skill for the real world and their future. In addition to Inquiry, students will have the opportunity to bring these explorations to life in the McDowell Third Grade Creation Space. 

    Keyboarding- Your child will have access to an online keyboarding program called Keyboarding without Tears. This is developmentally appropriate keyboarding and consists of digital citizenship lessons. This may be a  new experience for the children and at times they can become frustrated. They may experience technical glitches that we will overcome.  This is an interactive way to start building typing fluency. 

    Black Binder/Homework & Happenings Sheet- Check in your child’s black binder for homework and/or any important notes on a daily basis. Inside will be Homework and Happenings sheets similar to a planner. Help your child with organizational skills, by setting a specific time of day to check the folder, complete any homework, and then repack the binder in the book bag for the start of a new day. Students can also put their Math Home Connections books and “Reading Life” folders in their binders.  It should take your child approximately 30 minutes to complete all of his/her homework on any given night. If homework cannot be completed, a written note from the parent is required. Parent and child should initial the Homework and Happenings daily.  If there are other circumstances that frequently impede homework or unfinished daily work being completed, please let us know and we will work it out on an individual basis.

     

     

    Thank you for partnering with me and your child for a successful year!

     

    Together In Learning,

    Miss Mitchell