We are starting to work on logic puzzles. They consist of a grid and clues. Students have to use the clues to determine who (from the grid) does or has what (also from the grid). These are difficult! Just ask the students about the first one we did together! The goal is for the students to stick with something even when it is hard for them. I feel like too many times kids' first inclination, when something is challenging, is to quit. So, we are going to practice with these puzzles and hopefully build some perseverance. Ask your child about the Logic Puzzles!
Week of January 21-25
Reading/Language Arts: Lead 21 Unit 4 Week 3
Theme question: What is the story of Earth?
Focus question: How are humans part of Earth's story?
Spelling: Pretest: Tuesday January 22 Posttest: Friday January 25
hurt, serve, worry, purse, turn, thirty, work, curly, word, first, shirt, ear,
acorn, into, morning
Math: We are starting Chapter 7. Like Chapter 6, it consists of practice on both multiplication and division. It focuses on the inverse relationship between the two operations, lots of hands-on modeling, using arrays,equal sharing, and problem solving.
Science/Social Studies: Along with the text book we will be using Scholastic News for both Social Studies and Science.
Handwriting: Students are working on D’Nelian cursive writing. Many students have completed their handwriting practice books! We will be integrating cursive into our assignments at individual student's pace. Students are encouraged to continue working on handwriting. My goal is to have most students writing and reading in cursive by January.
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To view the Common Core Learning Standards please click below.
3A Daily Schedule
8:15-8:45 RTI 11:30-12:30 Lead 21
8:45-9:55 Math 12:30-1:00 *Specials
9:55- 10:20 PE 1:00-1:30 Lead 21 (cont.)
10:20-10:45 Read aloud 1:30-2:30 Social Studies/Science
10:45-11:30 Lunch/Recess 2:30-2:55 Flex
*Specials: Monday/Wednesday: Music
Third Grade Expectations
Keep hands, feet, and objects to yourself.
Use kind words.
Treat others as you would like to be treated.
Follow directions the first time given.
Return work as assigned.
Keep materials organized.
Have a positive attitude!
Behavior Management Plan
Each student begins the day on the green “Ready to Learn” card. Students following the rules will keep his/her magnet on the green card or move up to the blue, purple, or teal cards. These are the three positive behavior cards above “Ready to Learn”. If a student ends up on a positive behavior card, they will receive an incentive. A student who does not follow the rules may be asked to move his/her magnet to the yellow “Think about it” card. This is only a warning. It gives the student a chance to reflect and change his/her behavior. If improvement is made the student will be able to move his/her magnet in a positive direction!
On the other hand, if the student’s behavior does not improve, he/she will be asked to move his/her magnet to the orange “Make Better Choices” card. Any time a student goes to the orange card there will be a consequence, normally a missed recess. Students on the orange card may "move up" if behavior changes.
Continued negative behavior could result in a student moving his/her magnet to the red or "Parent Contact" card. Red card consequences include loss of a recess and a note, phone call, or email to the parent.
Students who show positive behavior will be rewarded and encouraged for their behavior. Each third grade teacher will offer special rewards to their students for positive behavior. There will also be monthly rewards, quarterly rewards, school-wide rewards, and unannounced rewards for students who are showing positive behavior. We want all students to choose to be safe, be respectful, and be responsible.