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Third Grade Parent Information Night

Mrs. White's Class


Agenda

1. Welcome and Introductions

2. Class Schedule

3. Class Rules and Procedures

4. Homework Expectations

5. Instructional Expectations
 Reading Workshop
 Writing Workshop
 Sitton Spelling
 Math
 Science
 Social Studies

6. Assessment Procedures

7. Policies and Routines

8. Questions
Class Rules

Be Respectful
Be Responsible
Be Safe

Consequences
1. Verbal Warning
2. Behavior Card (student writes name, date, and rule
broken)
3. Behavior Card and ten minutes isolation at recess
4. Plan of Improvement and twenty minutes isolation at
recess
5. Office Referral

Communication

Weekly Behavior Report S – Satisfactory


Mrs. White's Class P – Progressing
N – Needs Improvement
√ Indicates Need to Improve
Date 8/1 8/18 8/25 9/1 9/8 9/15 9/22 9/29 10/6
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Social Development
Listens and follows directions
Uses time wisely
Demonstrates respect for others
Demonstrates self control
Completes homework
Completes classwork
Works well with others

PARENT’S
INITIALS

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Homework

Major Assignments:
 READ every night for at least 20 minutes. Students will record
the book they read in their agenda
 Math computation practice will be sent home on Monday and
due on Wednesday. There will be a computation quiz on
Thursday.
 Spelling word review for test on Wednesday

Other assignments may include:


 Write in writing notebook, record list of ideas to write about, or
revise previous writing
 Spelling practice
 Math practice
 Review for tests when study guides are given

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1. Set up a consistent organized place for homework to be
completed.
2. Help your child establish either a consistent schedule for
completing homework or help your child create a schedule
each Sunday night that reflects that particular week’s
activities.
3. Encourage, motivate and prompt your child, but do not sit
with them and do the homework with him/her. The purpose
of homework is for your child to practice and use what is
being taught at school. If your child is consistently not able
to do the homework by themselves, please contact Mrs.
White.

4. If your child is practicing a skill, ask your child to tell you


which steps are easy and which steps are difficult. If your
child is doing a project, ask your child what knowledge is
being applied. If your child is consistently unable to talk
about the knowledge he or she is practicing or using, please
call Mrs. White.
5. Although there might be exceptions, the minutes your child
should spend on homework should equal 40-45 minutes each
night.
6. Homework will not impact academic grades. However,
special projects may be graded based on clearly
communicated expectations.
7. Homework will impact behavior grades.
8. Recess will not be used as a time to complete missing
homework.

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Reading Workshop

Workshop: A group of people actively engaged in


purposeful tasks

Components of Reading Workshop:


Modeled Reading
 Read aloud
 Minilessons focusing on comprehension, fluency, or reading strategies

Shared Reading
 Small groups of students reading the same text
 Literature Circles
 Readers Theater

Guided Reading
 Teacher directs a small group of students focusing on the same skill
 Reading level is appropriate for all students in the group

Independent Reading
 Students select text with close teacher supervision
 Students may read a variety of print (magazines, comics, how-to books…)
 Students are accountable for use of time
 Students complete a weekly Reader’s Response

Reading Workshop is a laboratory in which individual students are busily


engaged in reading that reflects real life. The characteristics of reading
workshop include:
 Readers learn how to work together as a community, supporting one
another as well as pursuing individual goals.
 Readers talk, read, and write about things in which they are genuinely
interested.
 Readers are actively engaged in reading.
 The reading workshop is designed to build on each student’s strengths
and meet his needs.
 Readers take responsibility for their learning.
 The reading workshop is rigorous and challenging, with clear expectations
for students’ accomplishments.

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Reading Comprehension
Recognizing that the main goal of reading is to understand the written word and
be able to interact with it in a variety of ways, these strategies are offered to
enhance this understanding:
• Making inferences/predictions
• Analyzing and synthesizing
• Identifying story elements
information
• Using parts of a book
• Comprehending a variety of
• Determining cause/effect
genres
• Sequencing events
• Using graphic aids/organizers
• Discussing texts
• Making text/illustration
• Acquiring and applying new
connections
vocabulary
• Building on prior knowledge
• Applying acquired knowledge
• Identifying main idea/supporting
details
These strategies will be taught through reading, writing, and listening in whole
group, small group, & individual settings using fiction & non-fiction literature.

Making Meaning: Strategies That Build Comprehension and Community

We will use the reading program Making Meaning for our mini-lessons this year.
This program combines the latest research in reading comprehension with social
development strategies that foster students’ growth as caring and principled
members of the classroom community. Reading comprehension strategies are
taught directly through read-aloud experiences. Students learn to use these
strategies to make sense of their own reading through guided and independent
strategy practice. One way to get a window into students’ understanding is to
help them talk about, and write about their thinking. Our lessons will emphasize
reading, writing, talking, listening, and investigating as the hallmarks of active
literacy. We will be using a variety of texts as mini-lessons throughout the year to
help engage students to reach their full potential in reading.

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Reading Workshop Weekly Rubric

________________________________
Reading Notes:
________________________________________________________________

________________________________________________________________

________________________________________________________________

CATEGORY 20 15 10 5
Stays on task Student reads Student reads Student reads Student wastes a
independently the almost all (80% or some (50% or lot of reading time.
entire period. more) of the more) of the time.
period.
Chooses Student Student sometimes Student rarely Student does not
Appropriate consistently chooses chooses choose
Books chooses appropriately appropriately appropriately
appropriately leveled books. leveled books. leveled books.
leveled books.
Focus on Student is lost in Student seems to Student seems to Pretends to read
story/article the story. There's be enjoying and be reading the the story. Mostly
no looking around moving through the
story, but doesn't looks around or
or flipping through story, but takes seem to be very fiddles with things.
the pages. some short breaks.
interested. Takes a
few short breaks.
Thinks about the Student accurately Student accurately Student accurately Student has
story/article describes what has describes what has describes most of difficulty re-telling
happened in the happened in the what happened in the story.
story and shows story. the story.
thinking by
predicting,
questioning, or
inferring.
Respects others Student reads Student Student often Student reads
quietly and stays in occasionally is a distracts others. loudly, makes
one place allowing distraction to repeated
others to read. others. comments or
noises OR fidgets
and moves about
often, distracting
others.

Total Points = ___________


Weekly Reading Grade = _______

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Writing Workshop

Modeled Writing
 Teacher writes on overhead and describes the thought process involved
 Minilessons focusing on fluency, mechanics, and the writing process

Shared Writing
 Small groups of students focusing on the same writing strategies
 Partner writing

Guided Writing
 Teacher directs a small group of students focusing on the same skill
 Writing level is appropriate for all students in the group

Independent Writing
 Students select topics
 Students are accountable for use of time
 Students conference regularly with the teacher

Writing Curriculum
Writing lessons will follow a rigorous yearlong writing curriculum designed by
noted author and speaker, Lucy Calkins. The writing workshop is designed to
give children unbelievable power as readers, thinkers, and composers of
meaning. In today’s Information Age, it has become increasingly important that
all children are given an education that enables them to synthesize, organize,
reflect on, and respond to the data in their world. The foundations of the writing
workshop include:
1) Every day, children need between 50-60 minutes for writing and
writing instruction.
2) Children must learn to write texts like other writers write – memoirs,
stories, editorials, essays, poems – for an audience of readers, not
just for the teacher.
3) Writers do not write with words and convention alone; writers write
above all with meaning. Children will invest themselves more in
their writing if they are taught to select their own topics.
4) Children deserve to be explicitly taught the skills and strategies of
effective writing, and the qualities of good writing.
5) Children need the opportunity to cycle through the writing process
regularly.
6) Writers read. Writers read texts of all sorts, aiming to learn specific
strategies for writing well.
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Writing Workshop Rubric
______________________

20 15 10 0
Stays on task Student writes the Student writes almost Student writes some Student wastes a lot
entire period. all (80% or more) of (50% or more) of the of writing time.
the period. time.

Chooses Student Student needs some Student requires a Student does not
Appropriate independently assistance to choose great deal of choose appropriate
chooses appropriate appropriate topics. assistance to choose topics.
Topics topics. appropriate topics.

Narrative Student fluently Student writes Student writes Student does not
Development writes narratives, narratives with some narratives that are write narratives.
including details and details and lacking in details and
interesting language. interesting language. interesting language.

Punctuation Students always Student sometimes Student only uses Student does not
uses correct uses correct correct punctuation consistently use
punctuation and punctuation and and capitalization correct punctuation
capitalization. capitalization. when assisted by the and capitalization.
teacher.

Spelling Student spells the No Student sometimes Student rarely spells Student does not
Excuse Words spells the No Excuse the No Excuse spell the No Excuse
correctly in writing. Words correctly in Words correctly in correctly in writing.
writing. writing.

Date Stays on
Task
Chooses
Appropriate
Narrative
Develop-
Punctuation Spelling
Writing Comments
Topics ment Grade

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Sitton Spelling
Goal: Students will become confident, strategic spellers in their everyday writing.

Students will work with a list of frequently used words. Our expectation is
spelling mastery! Spelling words become our No Excuse words. These
words must be spelled correctly in daily writing and words will be on future
tests. Tests on Wednesday will include review words and dictation.

The Sitton Spelling program is based on the following guidelines:


• general skills and concepts of word study—All essential spelling and
language-related skills are included and meticulously recycled to ensure
their mastery.
• specific word study—tests assess all words introduced so far in the
program to focus each student's word study on the specific spelling
words that each individual student does not know—then the tests
automatically reassess the words on subsequent tests. All words are
recycled extensively to ensure "forever spellers," not short-term "Friday
spellers."
• spelling in writing—expectations are set for spelling in everyday writing
that increase as students mature as writers, making the classroom a
rehearsal for "real world" spelling in writing.

English

We will incorporate Daily Editing and our 3rd grade English textbook
to help guide us in the usage of the written language. We will learn
about parts of speech, grammar, punctuation, and correct usage of
the English language.

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Math

Every Day Counts Calendar Math:


• Just 10-15 minutes per day
• Students learn mathematics incrementally, developing understanding over time
• Visual models
• Vocabulary reinforced by daily use
• Lots of discussion and discoveries!
• Focus on algebraic thinking
• Components include place value, fractions, computation, algebra, money,
geometry, probability, measurement, problem solving, data analysis

Weekly Computation Practice:


• Homework practice Monday – Tuesday. The computation practice will reflect the
skills we are working on in class. We will be completing number talks,
investigations, and practice problems.
• The word problems included on the weekly homework assignment are designed to
require thinking. Allow your child to grapple with possible strategies. Encourage
a variety of strategies for problem solving. Resist the urge to give clues and make
the problem easier. Students learn best when they think through the problem and
try out several strategies. This homework is not for a grade. I will be
checking for evidence of the problem solving process. I will not be checking for
the correct answer. We will work these problems in class, discuss possible
strategies, and agree on the correct answer.
• Wednesday in class we will review homework and correct misconceptions
• Quiz on computation on Thursday – will include review of previous computation
skills

Class Lessons:
• Number Talks: 2-3 times per week. Focus on computation strategies.
• Problem solving
• Games
• Manipulatives
• Partner activities

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Investigations Curriculum:
• August – Addition, Data Analysis/Graphing
• September – Addition, Subtraction, Money, Multiplication, Understanding large
numbers
• October – Multiplication, Division, Place Value,
Commutative/Associative/Distributive properties
• November – Multiplication, Division, Connections between factors, multiples,
and division
• December – Geometry
• January – Multiplication, Division, Place Value
• February – Fractions, Decimals, Percents
• March – Probability, Review all computation
• April – Review all computation, Problem solving
• May – Algebraic thinking

Foundations of Investigations Curriculum:


 Students spend time exploring problems in depth.
 Students find more than one solution to many of the problems they work on.
 Students learn to identify efficient strategies.
 Students choose from a variety of concrete materials and appropriate technology
as a natural part of mathematics work.
 Students express their mathematical thinking through drawing, writing, and
talking.
 Students work in a variety of groupings – as a whole class, individually, in pairs,
and in small groups.

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Science
Hands-on curriculum in five major areas of study:
 Weather
 Space Science
 Environmental Science
 Earth Science
 Life Science
 Human Body
 Force and Motion

Social Studies
 Maps and Globes
 Native Americans
 Explorers
 Settlement

Field Trips
 Vulcan Rock Quarry Oct. 5
 Worldsong Nov. 12
 Desoto Caverns April 22
 Zoo May 5

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Grading Policy

How grades Comments


are weighted
50% Instructional Reading Level Instructional Reading level will be
determined based on QRI and running
Reading records taken from leveled text.
50% Daily Grades & Quizes

50% Assessments & Dictations All assessments are taken from the
Rebecca Sitton Sourcebook.
Spelling
50% Daily Grades

50% Writing Rubric/Stage Writing stage will be determined


based on the Literacy Standards.
Writing/
50%Daily/Quiz/Grammar/English
Grammar

50% Computation Quizzes/Tests


Math
50% Daily Grades

50% Tests Study guides will be provided for all


Science tests.
Science
50% Daily Grades

50% Tests Study guides will be provided for all


Social Studies tests.
Social
50% Daily Grades
Studies

Make-Up Policy: Students may redo any class work or daily assignment which is a C or below.
The students must return the assignment on Monday. The two grades will be averaged for a new
grade. The goal is to learn the material!

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Policies and Procedures

Contact Information
 lawhite@hoover.k12.al.us
 My cell number: 516-9839
 My home number: 987-7173

Arrival/Attendance
 If a student arrives after 7:45, he/she will need to go to the office for a
tardy pass
 After an absence, a student has three days to turn in an excuse for the
absence
 Students will need to be responsible and ask for assignments missed
 Please send a note to school following any absence. We are required to
have a written excuse for each absence no later than two days following
the absence.
 If you know your child is going to be absent, please let me know several
days in advance. This will allow us to begin to work on make-up
assignments with your child at school.

Transportation
 The school must be notified in writing if a students transportation
changes. Emailed changes will NOT be accepted.
 If a student goes home a different way once a week, a note must be sent
in each week.

Daily Folders
 Daily Folders should be checked each day for notes and papers
 Graded papers will be sent home on Friday
 Please sign graded papers and return on Monday

Snack
 Students may bring a healthy snack and a water bottle each day

Birthdays
 Parties are not allowed at school. However, I would encourage you to
come and eat lunch with your child on this special day.
 You may send a healthy snack to be shared during the day. We can not
serve these snacks in the cafeteria, but will serve them during our snack
time in the classroom.

Class Parties
 Winter Party and End of the Year Party

Book Orders
 You are not obligated to make any purchases
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 Please send a check made payable to the book club company .
Lunch
 Please discuss purchasing seconds with your child. In third grade students
are expected to be independently responsible with this. If it becomes a
problem, please let me know.
 Lunch time is 12:38-1:08

Agenda
 Study skills and organization are keys to helping your child have a successful year.
We schedule a daily time to write our assignments in our agendas and to review the day’s
work.
 Please check the agenda daily.

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