Osborne Elementary School

Welcome to Third Grade Parent Orientation Night!

Introductions

Mrs. Liz Foley Mr. Gary Galuska

Ms. Jenielle Johnson Mrs. Claudia Scanlon Miss Morgan Beikirch

Mrs. Leah Lindenfelser Mrs. Barbara Mellett

Tonight’s Schedule

6:00 to 7:00 - Cafeteria General Information Overview of Language Arts, Science, Math, Social

Studies

7:00 – 7:30 – Third Grade classrooms Meet and greet Visit your child’s classroom(s) Ask general questions

We’ve had a great start to the year. Thank you everyone!!

Pretest for Parents/Guardians

1. What do the following abbreviations mean and what do they represent?

P.B. S.B. H.L. M.J. R.B. S.R.B.

Pretest

2. On what nights will your child have homework?

3. How long should your child be spending on homework?

30 - 45 minutes

Monday through Thursday

Pretest

4. How long will it take for your child to learn to use his/her planner?

Most of them will be in a comfortable homework routine within a month or two.

Some will need help with being organized throughoutthe entire year.

Organization

Student Planners Use daily Check and sign your child’s planner Contains useful resources

Pretest

5. On what days does your child have gym?

C and F days --- Foley A and D days --- JohnsonC and D days --- Galuska B and E days --- Scanlon

Pretest

6. As a third grader, your child will take the _________ for the first time in the spring.

What does this acronym stand for? Pennsylvania System of School Assessment

PSSA

Pretest

7. Is it easier to reach teachers by phone or email?

johnsonj3@qvsd.orgfoleye@qvsd.orggaluskag@qvsd.orgscanlonc@qvsd.orglindenfelserl@qvsd.orgshaughnessyv@qvsd.org

johnsonj3@qvsd.orgfoleye@qvsd.orggaluskag@qvsd.orgscanlonc@qvsd.orglindenfelserl@qvsd.orgshaughnessyv@qvsd.org

Third Grade Schedule8:45 Tardy Bell8:45 - 8:55 Organizational Time

8:55 – 10:00 Math 10:00 -10:45 Language Arts 10:45 – 11:30 Specials (Physical Education, Music

Art, & Library rotate on a 6 day cycle)11:30 – 12:30 Language Arts continued12:30 – 1:00 Lunch

1:05 – 1:35 Language Arts - keyboarding class – once every six days

1:35 – 1:55 Homeroom – “Teacher’s choice”1:55 – 2:20 Recess2:20 - 3:15 Science / Social Studies or Special (Art,

Gym, Music, or Computer)3:15 – 3:25 Organization and Silent Reading Time3:25 Dismissal

Healthy Snacks Before Lunch

Quaker Valley Grading Scale98 - 100 A+93 - 97 A90 - 92 A-87 - 89 B+83 - 86 B80 - 82 B-77 - 79 C+73 - 76 C70 - 72 C-65 - 69 D64 and below F

PowerGrade

Allows you to view your child’s language arts and math grades on-line

You should have received or you will receive an information packet with a username and password.

R.T.I. = Response to Intervention

Third Grade Language Arts

Phonemic Awareness

Phonics Comprehension Vocabulary Fluency

Writing Grammar Listening and

Speaking Research and

Informational Skills

Reading / Language Arts Program

COMPONENTS

Harcourt TrophiesReading / Language Arts Program

BUILDING BLOCKS OF READING

INSTRUCTION Phonemic

Awareness Phonics Comprehension Vocabulary Fluency

PHONEMIC AWARENESSWhat is it?

The ability to hear and work with the sounds of spoken language. That wordsare made up of sounds.

Phonemic Awareness can be developed through number of activities such as segmenting words, deletingor adding beginning or ending sounds.

PHONICS/DECODINGWhat is it?

The relationship between the letters of writtenlanguage and the sounds of spoken language.

Phonics Instruction is systematic and explicit. It Includes carefully selected set of letter-sound relationships organized in a logical sequence. Start With vowel sounds and build to more complex letterPatterns such as –sion, -tion, prefixes, affixes, etc

PHONICS/DECODING

PRECAUTION

PRECAUTION

COMPREHENSIONWhat is it?

Getting meaning from what we read. It is purposefuland active.

Comprehension strategies are modeled and explicitlytaught.

Strategies Good Readers Use

•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

VocabularyWhat is it?

Vocabulary is the name for words we must know inorder to listen, speak, read, and write effectively.

Vocabulary instruction can be direct or indirect.

FluencyWhat is it?

Fluency is being able to read quickly and accurately.Fluent readers recognize words automatically.

Fluency can be developed by modeling fluent readingand by have students engage in repeated oral reading.

Spelling

Spelling instruction is systematic and well organized and includes teaching of weekly spelling patterns and strategies that are connected to the phonics lessons.

Writing/Grammar Students learn about and

practice the process skills that good writers use. Good writers plan, revise, rewrite, and rethink during the process of writing.

Students are taught that they must determine a clear focus, organize their ideas, use effective word choice and sentence structures, and express their own viewpoint.

Writing/Grammar Grammar skills (parts

of speech, sentence types and mechanics) will be taught, assessed and applied to writing.

Grammar Grammar skills (parts

of speech, sentence types and mechanics) will be taught, assessed and applied to writing.

Types of Writing

Personal Narrative How-to-Essay Persuasive Compare and Contrast Research Report Expressive Writing

Speaking and Listening

Children are provided with opportunities to develop listening and speaking skills.

Students give brief oral presentations orally responding to literature, making both narrative and expository presentations

Research and Information Skills

Students engage in a full theme’s worth of instruction in all stages of writing a research report, including gathering information, note-taking, outlining, drafting, revising, and publishing.

Handwriting

The correct formation and spacing of manuscript and cursive letters is reinforced.

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.

Assessments – multiple, ongoing

End of Selection Tests Vocabulary, Comprehension, Written Response (Rubric)

Spelling Pretests and Posttests Oral Fluency - 3 times a year

Monitors accuracy and rate (WCPM) End of Theme Pretests and Posttests

Provides information about students’ mastery of reading skills. Holistic Assessment

Provides evaluation of students’ reading and writing ability Informal Assessments

Questioning, observation, anecdotal notes, conferences Standardized Tests – Study Island Benchmark (3X), ERB,

PSSA

Progress Monitoring

Instructional Plan

Step 1: Whole Group Instruction Teach/ Model/ Discuss

Step 2: Guided Practice / Apply

Step 3: Independent / Small Group•Differentiated based on assessment data•Reteaching•Extending or Enriching•Extra Practice

Examples of Differentiated Instruction

•Leveled Readers •Independent Study•Interactive Tutorials•Open Ended Tasks•Cooperative Learning•Learning Centers•Learning Contracts

What to do at home

1. Read to and with your child often. Talk to them about words and ideas in books.

For more ideas, refer to the yellow handout.

What children should be able to do by the end of third grade (green)

THANK YOU

Third Grade Math

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

How Math is Taught Problem-solving approach

We begin with questions and activities that connect to what they already know.

Using visual and kinesthetic models to bring the new concepts to life can be extremely effective.

The Bottom Line: We make kids grapple.

Example: Multiplication

Components of a Lesson Part 1- Teaching the Lesson - Whole

Class Mental math

Mental math (from lesson 1.11)

Put these numbers in Put these numbers in order from smallest to order from smallest to

largest:largest: 27,590 20,509 29,700

10,055 10,550 10,505

1 minute = ________ seconds1 hour = ________ minutes1/2 hour = ________ minutes

1/3 hour = ________ minutes1/12 hour = ________ minutes1/6 hour = ________ minutes

Mental Math (from lesson 8.8)Mental Math (from lesson 8.8)

1/4 hour = ________ minutes2/4 hour = ________ minutes3/4 hour = ________ minutes

Components of a Lesson Part 1- Teaching the Lesson - Whole

Class Mental math Math message Whole class discussion, problem solving

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

Writing

Ongoing practice Examples from Unit 1

Explain the meaning of the = sign in the number sentence 0 + 7 = 7.

Explain how you found the median in problem 2. Explain how you figured out what the date will be in

two weeks.

We want kids to be able to show all their work and explain why they did each step that they did.

One stamp costs 41 cents. How much change would you receive if you paid for 10 stamps with $5.00?

Show all of your work and explain why you did each

step.

It is not enough to just show what you did, like this:

10 x $0.41 = $4.10$5.00 - $4.10 = $0.90

I multiplied 10 by $0.41 and got $4.10.

I subtracted $4.10 from $5.00 and got $0.90.

We need you to explain why:

I multiplied $0.41 by 10 to find out how much the stamps cost. I then subtracted the cost of the stamps from $5 to find the change, which was $0.90.

Components of a Lesson

Part 1- Teaching the Lesson - Whole Class Mental math Math message Whole class discussion, problem solving MJ page

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

Part 3 – Differentiated Options – small groups

The six strands of math Numbers and Numeration Operations and Computation Data and Chance Measurement Geometry Patterns, Functions, and

Algebra

Certain “strands” are emphasized in each unit, but we’re always

revisiting & practicing all of the strands.

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. Solve problems involving multiplication through

the 9’s tables through 9x5 Create or match a story to a given combination

of symbols (+, -, x, <, >, =) 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.

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

How to support your child “Family Letters” Make visual connections when possible. Encourage estimation. Homework – Read the note at the top to see

what we’re 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.

Social StudiesCommunities Around Us

Map Skills Learning About Communities

What is a community? Work in communities

Different Kinds of Places Rural, urban, suburban, and movable

communities People and Citizenship

Government at work Constitution

Our national capital

Social StudiesCommunities Around Us

Pennsylvania history, geography, economics Post Card Project

Junior Achievement Current Events

G-20 Summit

ASSET Science

3 Units1. Plant Growth and Development2. Rocks and Minerals3. Chemical Tests

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

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 they’re used everywhere, all around us!

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

Health - Making Healthy Choices

o Conflict Situations and Strategies to Resolve

o Safety - fire, first aid, home alone, outdoor, at-home, car, bike, animals

o Communicable Diseases and Hygieneo Drugs - definitions, such as OTC,

prescription, misuse & abuse, saying noo Circulatory System - physiology, healthy

hearts, heart disease