Parent/Teacher Conferences will be held on Thursday, November 16th. Please visit our “Save the Date” page here to sign up for a time that works for you.
If you have a conflict and would like to switch times with another parent, please plan to reach out to them directly to coordinate. Keep in mind: if you have more than 1 conference to attend at Peck Slip, it’s best not to book back-to-back times because if one conference runs longer than scheduled, it may impact another.
Here‘s a link to access a copy of our latest homework choice board, due Wednesday, October 25th.
In our content study this week, we began exploring different types of bridges. Kids worked in small groups to research information about a particular bridge to present to the class. Next, each group worked together as engineers to design and build the bridge they researched. Here’s a look at our architects constructing their work-in-progress bridges:
Goal: The goal of the game is to practice adding by 10s or 100s.
- Sit in a circle.
- One person says, “We are going to count by 10 (or 100) in this game.”
- The same person picks a number to start with (for example, 32)
- Introduce game, person says “We are now going to play a game called “pivot.” In this game we are going to count forwards and backwards by 10 (or 100). We’ll start counting forwards, but when I say, pivot, we are going to switch direction! So if we’re going forward and I say pivot, we are still going to be counting around the circle but our count will go backwards!”
- Practice playing and help each other if someone makes a mistake.
- Talk about what you noticed. When did it feel hard? When did it feel easy?
In music with Michelle, kids are working on their post-Halloween parade performance, “Scarin’ Alive.” For a sneak peek, play the song and ask them to sing it for you!
Dear 326 families,
The first 6 weeks have been busy! We’ve been enjoying getting to know the wonderful characters that make up our group. Kids have been hard at work acclimating to our 3rd grade community and pushing themselves as learners. We hope you enjoyed checking out our Morning Meeting routine at our first “Family Morning” visit this week – it was great to see so many of you here! Read on for more about what’s been going on in 326:
Currently, we are deeply involved in a narrative unit of study. Through this study, writers are learning how to zoom in on a small moment of their life. For example, Zoe is zooming in on the time she got paint on her favorite dress. George is sharing a moment when is sharing a moment when he first read “Mighty Robot.” Lilja is describing the time she made mac & cheese for lunch when she babysat for her sister. With our narrative mentor texts as a guide, students are incorporating all the important ingredients of a narrative (description, dialogue, thoughts, feelings and action) into their writing. Our big focus of this study is to teach the kids about the “writing process,” so they will understand how to develop a story idea and learn how to revise and edit it. Story ideas are not going to be perfect the first time they are written in Writer’s Notebooks; it takes patience and determination, with the heart of the work coming in through revising. To that end, we developed a list of writing “must haves” for 3rd grade, and our expectation is that kids will be following these guidelines in ALL writing (including writing about reading and math, or any kind of homework that involves writing), please refer to this list for them to check over their work:
Third grade writers will always make sure they include:
- Capital letters
- at the beginning of a sentence
- names of people or places (Brent, Bahamas)
- Punctuation at the end of a sentence
- Neat writing
- Date at the top of the page
We look forward to sharing these with you at our November 3rd “Family Morning” visit!
Before we begin our character motivation and plot development unit, we wanted to spent time studying nonfiction reading to help with the introduction of our content study work. Through this work, readers will learn they can read to be informed. We’ve focused on using nonfiction text features (e.g. – glossary, index, captions, photographs, bold words, headings and more) to help learn more about a topic. Also, students will learn to read in such a manner that they find the topic, main idea and supporting information in an expository text. In addition, they will use prior knowledge to help them understand what they are reading. Through the use of questions, ideas and interest, they will use their inner conversation about the text to push their comprehension.
At home, you can expose the kids to newspaper and magazine articles to spark a conversation and practice of their skills. Time Magazine has a kids version (Time Magazine for Kids), as well as National Geographic (Nat Geo for Kids). And Common Sense Media also has a great list of news sources for kids – check it out here: https://www.commonsensemedia.org/lists/best-news-sources-for-kids#
Students will maintain fiction reading for homework but if they choose to read nonfiction books or articles, that would be terrific!
Our study of the Brooklyn Bridge is under way, with students immersing themselves in learning how to read, use and create maps. We also began studying different modes of transportation New Yorkers had to cross the East River, so they can understand the story behind the Brooklyn Bridge’s construction. The class got a firsthand look at the New York tower on our recent field trip to the Brooklyn Bridge, and many were impressed by the sheer size and beauty of the bridge.
Mathematicians are working on developing efficient and accurate strategies for addition and subtraction with large numbers. By using money, they are learning about landmark numbers they could add to make $1.00 or 100. The expectation is that students will use these landmark numbers (10, 25, 50, 75 etc.) to help them add efficiently and effectively. Also, 3rd grade mathematicians have been flexing their strong habits of mind in a variety of ways. One area has involved problem solving as a way to practice flexibility, efficiency, understanding and use of multiple strategies. We developed a list of steps to follow when we encounter a problem, including:
1) Read the problem
2) Visualize what’s happening
3) Explain what you are solving or trying to do
4) Write an equation
5) Pick a strategy and solve
Homework Choice Board
Kids brought their homework notebooks home Monday (10/16) for the next choice board assignment (copies of the choice board were sent home and are also available here); the due date is Wednesday, October 25th.
As you have seen, students have been bringing home a “Spelling Menu” with the week’s high frequency (sight) words, as well as a list of words aligned with the week’s spelling pattern. In addition, they will also choose their personal words from the narratives that they are currently in the process of publishing. Students are expected to use their individual Word Wall to help them spell the word correctly. So far our list of Word Wall words consists of: people, know, write, through, first, then, many, some, would, other, with, from, have, what, were.
Allison & Brent
Dear 326 families,
Wow, September has flown by! It was a short month – we were only together for 15 days of school – but we’re really enjoying getting to know the wonderful characters that make up our class. It’s an eclectic group, full of personality, curiosity, and lots of energy. During these first weeks of school we’ve been working on becoming a third grade community – with each of us playing an important role in supporting the class as a whole. It has been a perfect introduction to our first content study set to begin next week: the history and construction of the Brooklyn Bridge (be on the lookout for a permission slip to walk to the bridge soon!). Kids are also on their way to becoming adroit third grade readers, writers and mathematicians. Read on for more about what’s been going on in 326:
Homework Choice Board
On Monday, we will be sending home “Homework Notebooks” and kids’ very first Homework Choice Board. As discussed at “Back to School” night, the Choice Board will be a bi-weekly menu of homework choices, with kids choosing 3 assignments from the 9 options to complete over the following 10 day period. For example, the first Choice Board will be sent home on Monday, October 2nd and should be returned by Wednesday, October 11th. We’ll send home a copy of the current Choice Board along with Homework Notebooks every other Monday (we’ll also post the Choice Board to our class page on the school Website so that you can access it digitally). Here is the first one (sent home in folders today).
Reminder: kids are taking their book bags home at the end of each for their nightly 20-30 minutes of reading homework. Kids will usually have 3-5 books in their bags, one they are reading, and another 2-4 “on deck” to read when they finish their current book.
Currently, we are in the beginning stages of a personal narrative unit of study. After brainstorming seed ideas around people and places that matter to them and creating a list of memories for their “special object,” kids have been writing stories in their Writer’s Notebooks. Through this study, writers will learn how to zoom in on a small moment from their lives. To help with this, we began studying mentor texts from expert authors this week, allowing kids to develop an understanding of the key ingredients of narrative writing: description, dialogue, thoughts, feelings and action. A big focus of this study will be to teach the “writing process,” and understand how to develop a story idea, and learn how to revise and edit it.
Readers have been focusing on summarizing their independent books, learning to stop periodically to think about who’s in the book and what’s happening, as well as how to hold on to the story thread from chapter to chapter. We also learned the “somebody…wanted…but…so…then…” strategy for summarizing. For example, in “Little Red Riding Hood,” Somebody (Little Red Riding Hood), wanted to bring her sick grandmother lunch. But when she got to her house she found a wolf had eaten her grandmother! So she called for help and tried to fight the wolf. Then a hunter arrived to save Little Red Riding Hood and her grandmother.
Soon we will begin a new study, exploring the motivations of characters and plot development. Through this unit of study, readers will focus on understanding the main characters by exploring their feelings, actions, wants and how they face challenges. They will also focus on finding the “big moment” in their character’s story. Readers will be in partnerships to learn how to have book talks and grow the ideas they are having about the main characters.
After finishing our class Hopes & Dreams for the year and identifying the agreements that will help us reach our goals, we realized there’s a lot for our community members to do to help things function. Kids brainstormed jobs they thought would help things run more smoothly and then completed job applications to convince us why they should have the job they wanted. They began their classroom jobs rotation this week and have performed their roles excellently! Ask your child what his/her job is; they range from message reader, attendance monitor and materials monitor to librarian and pre-k lunch helper. These jobs are helping the children discover there is so much that they are able to do competently and independently. We’re proud of how well they’ve embraced their new responsibilities!
You may have noticed your child brought home a “Spelling Menu” on Wednesday with a list of words. We’ve begun our Word Study program, which includes teaching kids a list of high frequency – AKA sight – words and exploring spelling rules and patterns. They will be bringing their Spelling Menus home to you each week so you can see the sight words they’ve learned. You can help your child by creating a word wall at home, or keeping these lists in a special place that they add to over time; children will be expected to spell these words correctly when they write.
Similarly, we will also learn a spelling rule each week, with kids exploring the pattern and then working to sort various words according to their spelling. They will also be bringing home a list of the words they worked on from the week’s spelling rule, as you likely noticed with this week’s long A spelling pattern coming home today.
Finally, don’t forget to place your Scholastic orders here (class code: LTLX2) before next week’s deadline! We hope you have a great weekend. See you Monday!
Allison & Brent
We want your child to be a successful reader—and for that, we need your help. When children choose their own books to read for pleasure, they enjoy reading more and spend more time doing it. The more your child reads, the better s/he will do in school – and in life.
We are using Scholastic Book Club for you and your child to shop for books your child will love to read. Each month, their book club flyers are filled with trusted, excellent quality, age-appropriate books chosen by Scholastic for prices as low as one dollar. Plus you will be helping our class when you order: Scholastic matches each order you place with FREE BOOKS for our classroom to share.
Thank you for helping your child become a successful reader.
You can visit here and enter our class code (LTKX2), the deadline for orders this month is Monday, October 30th.
Our 326 community had a discussion to decide how to handle birthday celebrations in our classroom. As a group, the class decided to develop our own birthday celebration ritual. Here’s what they decided:
- Sing “Happy Birthday” (with personal preference about the version we’ll sing for each kid)
- A fun birthday share (this includes the birthday kid bringing in a favorite book or photo album or picture or scrapbook or even something special they got for their birthday)
- Create a giant class card for everyone to sign
We asked the kids to really think about the purpose of celebrating a birthday in-class and keep in mind the limited time we have. They agreed that it’s a special time for us to mark the occasion together as a class community, celebrating the way they’ve decided (outlined above).
The Dreambox math classrooms have been transitioned for the current school year. Now when your child logs in, s/he will be a part of our 326 classroom. The program level will pick up right where your child left off last year, or over the summer.
Let us know if you have any questions or need help!