Third graders participated in an architecture panel discussion on Friday, interviewing some of our very own Peck Slip parents about their experiences, education and work as architects.
On Tuesday, we walked across the Brooklyn Bridge so that we could see both the Brooklyn and New York towers. During this trip we focused on various perspectives while on the bridge, noticing the different views one might utilize whether zooming in on a particular part of the bridge or zooming out to observe something larger. Ask your child to tell you what they zoomed in on in their perspective drawings of the bridge!
For the remainder of the year, the choice board choices will change to reflect more variety; they will no longer have to choose 1 reading, 1 writing and 1 math choice. Instead, the three choices will include more options, giving kids more freedom in their homework choice. Our next choice board will be sent home/posted on Monday, January 8th and should be turned in by Wednesday, January 17th. Finally, we will soon begin including some NYS-test prep materials with the choice board, which we will encourage children to complete as one of their choices.
All students in third grade need to become fluent in basic facts (+, – and x) as well as computational strategies. To support you and your child at home, here are some resources and ways to practice.
|Basic Facts (Fact Fluency)|
-facts you need to know in a SNAP
-ways to solve more challenging math problems using facts you know
|Ways to Practice Basic Facts|
|Ways to Practice |
*see attached sheet for strategy-children should be using (and in some cases, will soon be using) these to solve problems*
DO NOT teach Standard Algorithm
|Math Games for |
Basic Facts AND Computational Strategies
* Game can be bought online
** Your kids can teach you this
*** Check the Math Games tab
Dear 326 families,
Hello 3rd grade families! 2017 is rapidly coming to a close. And in the classroom, we’ll be working throughout the month of December to continue building on our great start to the year.
Since the temperatures have started to fall more consistently, please make sure your children are dressed appropriately. We continue to go outside for recess every day and it’s important for them to be warm in the colder weather.
As for homework, a new choice board was sent home yesterday and can also be accessed here. We’re also continuing to send home reading logs for kids to keep track of their thinking when reading at home. The format is evolving; we’re adding to it based on what we’re teaching in class, this our latest focus on summarizing and thinking about what students know and wonder about characters. It’s a good idea for kids to keep their reading log inside their take-home folders so that they will be able to add to it each night, and turn it in on Friday. Read on for more about what’s been going on in 326:
We have been exploring persuasive writing, which we began by learning about making a claim and developing reasons with examples to support an opinion. To begin our study kids wrote to Maggie to persuade her to allow us to have in-class dance parties on Fridays. She wrote us back and agreed, saying we had very compelling reasons. Our first dance party happened during Morning Meeting last Friday (Alvar chose for us to dance to “Moving On” by Marshmallow).
After learning that writers write to persuade someone by seeing a problem and thinking of solutions and also describing a person, place or thing that is noteworthy, kids have been practicing making a claim and backing it up with support to strengthen their stance. Now that they’ve collected a variety of persuasive writing entries in their writer’s’ notebooks, kids will choose one idea draft and revise and edit over the next couple week.
After this, students will write persuasive pieces tied to our Brooklyn Bridge unit of study.
We are into our second multiplication unit, this time studying the use of the array model. You may have heard about our first unit, in which kids were “helping” us to calculate costs of ingredients to cook a big holiday dinner for Peck Slip staff. In developing ideas about multiplication, we introduced kids to the ratio table model for helping them organize and construct ideas of the distributive property with large numbers. Now with our latest unit, we introduced kids to a baker named Muffles who needs help packing boxes to ship his truffles to help make their work more concrete. In this unit, we will be working with the array model to help kids explore place value – the multiplicative structure of our number system.
In addition to our work understanding the concept of multiplication, we are also beginning to introduce kids to multiplication facts. All students in third grade need to become fluent in basic facts (+ – and x) as well as computational strategies. To support this, we will be sending home multiplication fact cards for kids to practice and become fluent. Once we’ve introduced all multiplication facts (up to 10×10), we’ll be assessing kids regularly.
Starting this week, our readers are set to become young detectives solving mysteries in their fiction chapter books. As they immerse themselves in the study, they will be taking notes and solving the crimes alongside the crime solver. Jotting down clues and possible suspects in their notebooks will be important to keep track of their ideas and clues! This is a fun and exciting unit of study to help readers become “aggressive” in their reading.
To launch our study, we are working to solve a mystery in 3rd grade – the case of the missing lunch box bins! When kids arrived to school on Monday, they noticed the scene pictured below:
We worked together to outline our noticings:
And now we’re collecting more clues, identifying suspects based on our clues and working to solve the mystery!
Our content study has continued. After learning about John Roebling, we are now getting to know his son and daughter-in-law, Washington and Emily. Now that we’re at the point in which Washington becomes chief engineer of the bridge’s construction (ask your children how he got this job!), we’re learning how the bridge’s towers were built using caissons. To that end, we conducted an experiment to understand how they work to help us understand what it was like to work underwater in a caisson. Ask your child to tell you about it! Next we’ll be talking more about caisson disease and the dangers these “sand hogs” faced, as well as learning more about Emily Roebling’s role in the bridge’s construction.
Allison & Brent
On Thursday, NYC Kids Project treated us to a puppet show for kids addressing disability issues and bullying. Featuring child-size hand and rod puppets in theatrical scenes focusing on disability awareness, anti-bullying issues, and character development, the two teaching artists, Mindy and Cecilia, presented the shows and encouraged audience participation through facilitated dialogue, allowing our students in the audience to learn from interacting directly with the puppet characters. Check it out!