Room 13 News!

Room 13 News!

It is amazing how much we have accomplished in just one month! I hope your students are enjoying the journey as much as I am and taking time to share their experience with you! Please do not hesitate to contact me with any questions, concerns, and excitements throughout the year!

Below I want to give you a detailed overview of where we are with curriculum as well as an explanation of some of the structures that are in place for school and home.

Curriculum Overview

Language Arts:

We have spent much time focusing on genres where we not only determine fiction and non-fiction, but add more depth by analyzing sub-categories such as fantasy, mystery, traditional literature, etc. Each student has a genre guide in his or her reading folder at school and homework folder. Mrs. Smithson, our Library Media Specialist, has come in to work with us on genres and help us see how they are organized in the library. The true depth and complexity has come when students come across books that fit into multiple genres. We are working on sharing our thoughts and justifying them with evidence (in alignment with the gifted benchmark). Students questioned and discussed what we determined to be an “exception to the rule” as they connected to their previous research done on Betsy Ross. While each book/source is different, what do we do when we have a legend about a person from history? This challenged our thinking and led us in new directions.

We are developing our vocabulary by identifying new words, looking at their use in the text, creating our own ideas, and transferring our understanding to other stories and in our writing. When first studying the word “astonished”, students realized there were other examples in the text we read, The Banza, besides the one we discussed. Students connected this across different stories and used it in their writing. We will continue to take this approach throughout the year. (It comes from Junior Great Books that you will hear more about next week!)

Students have begun work in language arts small groups. During this time, students work in a variety of ways. They work independently on tasks and have to complete them in a designated time frame. They meet with me to read, discuss, develop skills and have a needs-based focus on a fiction or non-fiction book or piece of literature. They read independently and choose how they’d like to share their understanding. There are writing components that may integrate the social studies or science we are studying. What is constant is the fact that their skills being developed are language arts drive- with reading and writing as the heart of each and every task.

The DRA, Developmental Reading Assessment, has been used as a tool to determine individual student reading levels through the application of language arts skills. I can show you this and explain it further at our conference if you’d like.  

In writing we “got back to the basics” and grounded ourselves in a well written paragraph. We have focused on adding more detail to our writing so that we achieve the purpose we have set for our audience. We have learned to write for different reasons: note-taking, a persuasive letter, facts for research in our own words, blogging, a simple report and journaling. At this point in the year, the basics such as capitals, periods, common sight words spelled correctly (there, here, who, how, etc.) and complete sentences should be secure and used appropriately given the context of the writing. Please take a moment to review your student’s writing journal when you come to your conference.

We have also focused on homophones. We not only need to know what homophones are (there, their), but need to understand their meanings and apply them correctly in reading and writing.  

Word study will begin next week. Students will work with words on their developmental level during class. They will also bring them home once during the week to share their understanding with you.

Math:

We just wrapped up our numeration unit. You will be able to view your student’s assessments when you come to the conference. While there is an end of unit assessment, we assess as the unit goes on as to provide differentiated instruction that is tailored to the needs of your child. In this unit we studied numbers and our base-10 system (reading and writing 6 digit numbers, comparing numbers, rounding, and looking for patterns). We used resources such as Groundworks which embeds algebraic thinking, Math Exemplars to show application and understanding in an open-ended word problem, and M3 that adds depth and complexity to concepts so that we go deeper into the targeted objectives. Students practiced skills through a variety of ways- small groups targeting a skill, math games, whole group lessons to anchor us in a concept, verbally sharing understanding through class discussion and also independently using the Show Me app, and writing in math to organize and explain our thinking. We regularly visited our theme, STRUCTURES, and looked at how the structures within numeration bring understanding and order. We used Kaplan Icons to focus us on the correct language of the discipline, details needed to explain our thinking, and linking back to the big idea that is present (structures!). These icons are visual reminders of our focus and are used to promote depth and complexity.

Where are we headed? Our next unit is on computation: addition, subtraction, multiplication and division. Automaticity in basic math facts will provide a strong foundation that will aid in their success. We will introduce an online math resource titled Mangahigh Math that will allow students a means to practice and track progress at school and at home. Our work in this unit will begin with addition and subtraction.

Science:

Matter is everywhere! Through hands-on experiments and activities as well as research, students deepened their understanding of this topic that they have studied in previous years. The third grade  unit put a strong focus on observable physical properties and the connection between these and how we can change matter. Students investigated this concept and designed their own experiment, with support, to show what they had learned. The use of a concept map solidified our understanding as we saw the organization of what we studied. From the start, their questions proved to go beyond third grade curriculum as they wanted to learn about dark matter and plasma, in particular. These sparked great conversation regarding best practices in research and how to connect to such advanced science concepts. One thing led us to another and modeled for us how good researchers start with one question, but end up adding new questions as they learn more. (Example- What is plasma?--- in natural form is the Northern Lights. What are the Northern Lights?) Much of their work was completed in their process logs that you can review when you come to your conference.

Social Studies:

We started the year with a quick, mini-unit on being a good citizen and how we can help our community. This idea of community will tie into diversity and government as we revisit it throughout the year.  We are currently just beginning our Geography Unit. Google Earth proves to be a powerful tool to truly “see” what is being discussed. We will develop our mapping skills by identifying particular places across a world map as well as map features that help us understand maps. Students will think like geographers as they design their own maps. (Basics to know/review: continents, oceans, location of: Great Lakes, Huang He River, Mississippi River, Rio Grande River, Appalachian Mountains, Rocky Mountains, China, Egypt, and the USA.)

Personal Goals:

Students have created personal short-term and long-term goals for themselves. They are continuing their work to outline their medium term goals. In conjunction with the story, Thank you, Mr. Falker, we used Creative Problem Solving Tools to work us through this process. We first logged into Edmodo and thought creatively and brainstorm by posting possible goals we could make. This allowed us to instantly view everyone’s ideas. We then narrowed it down using a SML chart (Short, Medium and Long). Students thought critically as they chose goals that applied to themselves and added them to the appropriate areas of the chart. Their short term goal is written in their planner each week. We will reflect on it throughout the week and evaluate it at the end of the week. I have checked in with students daily to see if they need resources and/or support in reaching their goal.

Homework: It’s simplistic, but meaningful…

Reading logs- Students record their reading done at home. The expectation is that they have a book they are reading and read on a regular basis. It can be a combination of them reading alone, you reading to them, or you reading together.

Edmodo- Questions and discussions are posted weekly. The expectation is that students log-in and comment at least once a week. This can be tailored to their own personal schedule. (If there is ever an issue with internet access, please send me a note and they can log-in from school.)

Other assignments: Unfinished work, other assignments, or support on a skill that needs more practice will come home. These are on a needs-basis.

I hope it proved to be beneficial in understanding where we have been and where we are headed. Our online communication tools (Twitter, Facebook, Blog) have given brief overviews of much of what is discussed here. Please make sure you check one of those on a regular basis.

I look forward to seeing you at our designated conference time! It is a tight schedule as I work to ensure I can meet with all parents in the beginning of October. Your prompt arrival is much appreciated.

Thank you!

Melissa Follin