Penguins!!

      This week we are moving beyond the whole class teacher modeling, partner practice and independent trials of reading non-fiction about Antarctica to some small group work about some creatures that can only be found in the southern hemisphere ...Penguins! Our work in comparing 4 books from our text set and video clips about Antarctica is nearing completion. What could be better for some additional practice with classmates, than learning about the seventeen types of penguins in our world, many which reside in the waters around Antarctica!
       Students are reading in their "just right reading group"with guidance from a Good Reader's Packet and my daily visits for discussion. Each book offers similar yet different information about penguins. Group work allows a whole different opportunity for students to shine. The comfort of a group allows students to take on the role as reader, discussion starter and response composer with the support of others in the group. Sometimes, new work is not as challenging when several classmates work together. Once reading is completed student will work in their groups to teach the rest of the class about the specifics in their book.
   

 

Antarctica!

This week we start a very exciting nonfiction reading study of Antarctica. We will focus on four texts about Antarctica to discover what the authors are teaching us as well as the way that they have chosen to share their message. We will notice the author's structure and the text features of the informational books we read, as well as the literary devices used in the literary nonfiction books we read. When we are done with reading and thinking with support of the class, we will move into reading with a partner to learn about penguins! This time the student partnerships will be responsible for doing the same type of noticing and recording of their thinking. State tuned for our thinking to be revealed in photos!
In math, we have begun the first of many multiplication units. This is what every third grader waits for! We are having fun so far with figuring out how repeated addition and multiplication are the same, but we quickly realized how much more efficient multiplication is! We've also realized that students already know many multiplication facts because they have been counting by 1,2,5,10s since kindergarten. We discussed the zero's family and recognize why those are easy as well. So when it comes time for your child to start the multiplication facts on Xtramath it should go quickly. I will include a link to Mr. R's World of  Math and Science for multiplication songs and poems to help students remember the facts. It's cute! Another resource with lots of math games for third graders is  ABCya.com
As you enjoy the week, don't forget to ask your child what he/she is learning about Antarctica!

Exciting Times in Room 24!

     We are entering a very busy time in the classroom! We finished last week with an outstanding turnout of pumpkin characters! Each student worked hard to create a cool character from a book that he or she had read. In class, each student wrote about the character traits of his pumpkin character as they were revealed in the book. Finally, I took a picture of the student, the book and the beloved pumpkin and attached it to the writing.  What an awesome display we had in the hallway! I hope you were able to come to Spirt Night and see the whole school adorned with hand crafted character pumpkins. At the end of the year, we create a 3rd grade scrapbook that features our 'project work' for the year. I will hold the pumpkin character writing and photo page for the scrapbook.
     I started by saying what a busy time it is in the classroom. It is hard to believe we are entering our third unit in reading and writing. From now through the winter holiday break, we will be reading and writing nonfiction. In class we will learn to identify text structure. This week we will begin with an introduction to nonfiction: what is the purpose of nonfiction text, the types of nonfiction, and how the reader must sit up and read with a pencil in hand which greatly differs from reading fiction text. We will then learn to read and analyze the text structure, starting with a focus on the most common text structure: main idea and detail. We will also investigate compare and contrast structure and read literary or narrative nonfiction.
      Since we are moving into nonfiction text reading and writing and students will be gaining skills in this area, I'd like to take the time to mention two fantastic website for the whole family. The activities on these websites would support the learning  that we are doing in class. Don't worry too much about reading levels just choose a topic of interest to all of you and Enjoy!
Non-fiction reading that Kids Love: The following article discusses areas of the newspaper that are appropriate and enjoyable for kids to read. The article is written by Scholastic especially for parents.
Reading Adventure Packs for Families: Reading rockets is a website for teachers, students and parents. It has lots of information about many different aspects in reading. I will link you to this site again and again in the future. It is an awesome resource that I use in class as well. This link will take you to a page that has Adventure packs of books specifically designs for parent and children to investigate together. The creators have paired excellent fiction stories with logical nonfiction topics. For example, the outstanding author, Patricia Polocco has a book called, The Bee Tree which has a theme of maintaining stamina to learn to do something worthwhile and then enjoying the rewards. This has been paired with a nonfiction book, The Life and Times of the Honeybee by Charles Micucci. There is a free PDF that can be downloaded which provides questions and activities for you and your children to further explore the topics. Either book on its own would have great value, together they will create a wonderful learning experience for you and your child that will be treasured.
Keep these ideas in mind as the colder months approach and there is more indoor time to be spent together.

We're Studying Words!

As I mentioned at Open House, we are working with a new word development program. All students have taken the same assessment which gave the me area of spelling patterns where each student should begin their own word study. The idea behind studying the patterns vs a finite list of words is that students will recognize and generalize the patterns in the English language. This program also emphasizes the development of vocabulary a bit more than simply looking at spelling.
Each week in class, we work on the same pattern as your child is focusing on for homework. In class, we complete 3 different activities that help to develop the sense of the spelling pattern and then use ipad dictionaries or the old traditional dictionaries or thesaurus to strengthen understanding of some of the words and possible meaning.
I hope the homework will not be too labor intensive and provided authentic thinking about your child's own words. Our first spelling assessments won't be until the specific spelling section is complete. Then the words could be any words that fit the spelling pattern the student has worked on in the previous weeks. Please feel free to contact me if you have any questions about the program or homework.

It's Monday What Are You Reading?

This week I have 2 great read aloud books planned. First, we will continue empathizing with the main character, Elizabeth, in the book called The Perfect Pet. Elizabeth shows great strong-girl character traits of having her mind made up to get a pet, but when her parents won't allow any of the many animals she chooses she makes an interesting decision that shows she is really a flexible and easy going character.
We continue on in the week, and in our Understanding Characters unit, to "making a mental movies" of the text and coming to understand a character by "walking in our character's shoes." These lessons take us through the process of getting deep into our reading as if we were actually part of the story. As a mentor text for these lessons, I have chosen the book, Amazing Grace. We will listen to that book being read on an on-line video. This will be a lesson that allows us to gaining understanding of  text through listening. We will then incorporate the think notes that we made about Grace with our notes we made about Elizabeth earlier in the week and write about the main characters similarities and differences. Both skills, comprehension through listening and comparing characters from different texts are valuable skills for comprehension and successful completion of the Smaterbalance assessment.
Additionally, we will continue our small group partnership book club reading that we got started on last week. Ask your child about our character trait unit and how he/she is enjoying the partnership book  club.

Reading Strategies

Room 24 students are working hard to get to know characters in the books we are reading. As third grade readers who have crossed the threshold from learning to read to reading to learn, we have started working hard to utilize reading comprehension strategies. The strategies for comprehending text are: Predicting, Questioning, Connecting, Visualizing, Inferring and Summarizing. A brief description is:
Predicting: Using clues from the text to make good guesses about what might happen next in the story.
Questioning: Asking and answering questions about the text while reading.
Connecting: Making connections helps bring meaning to the text. There are three types of connections. Text to Text, Text to Self and Text to World. These are likenesses drawn between another text or the world and the book being read.
Visualizing: Readers create a picture in his/her mind based on the author's words.
Inferring: Using what was read in the text and the reader's background knowledge to figure out messages that are not directly stated.
Summarizing: Paraphrasing a section of the text to verify your own understanding.

Each day during our whole class lesson I model the use of reading comprehension strategies that a good reader should do while reading. Slowly students take over and begin to share their thinking, about our whole class reading and then practicing this in by jotting think notes about his/her independent reading. As we read we are using these reading comprehension strategies to better understand the text and "figure out" the characters we are reading about. Your child will be familiar these strategies and can explain how he/she uses each one during reading.

Following Characters into Meaning

As we begin our unit on Following characters into meaning, we have started a shared reading of Gooney Bird Greene. This book written by Lois Lowry introduces us to a delightful character that has a lot to teach us about being your own unique self. Gooney Bird takes over Mrs. Pidgeon's class of second graders and shares unusual stories such as, How Gooney Bird Greene Came From China on a Flying Carpet and How Gooney Bird Greene Got Her Name. These sound like fictitious titles but, Gooney Bird professes she tells only "Absolutely True Stories" and we as readers discover she does! This book has not only helped us to come to truly know Gooney Bird Greene, it also provides many opportunities to share the way a reader comes to know any character. Some of the ideas we are discussing in our lessons are when you follow a character into meaning you grow ideas about the character by noticing: 

• how the author describes the character's appearance and personality
• what the character says
• the characters actions 



Gooney Bird Greene

• how other characters treat the main character

We are realizing some characters are round characters, or fully developed characters and secondary characters are usually flat characters, or we only learn a bit about them.

When you are discussing characters in fiction reading with your child see how they respond to these ideas with their at home independent reading.

Building a Reading Life

This week we are continuing our theme of Building A Reading Life by getting to know some characters that show us how they've been successful with reading. We began the week reading a story about a friendship. A seven year old boy and a 100 year old man become friends as they learn to read. They inspire each other and show high quality ways to be a friend and learn something new! Ask your son or daughter what they thought of the story and see what details they recall. Additionally, we discussed the fact that we become like the top 5 people we spend the most time with, so we should choose our friends carefully and find people that think like we do and are inspired to reach their goals!

Another book that we are reading this week is one of my personal favorites! The book is called WOLF! It is about a very persistent, determined, wolf, who perseveres through many challenges to become a very fluent reader! The humorous tale models for my third graders the way each of us can become a reader with a solid reading life!

Both of these books can be discussed with your child to have them share what they learned from the characters and how they can use the new ideas in each of their own lives!

Our "Ready for Kn 'OWL' edge Classroom Management Syst

The purpose of the “Ready for Kn‘owl’edge” Classroom Management System in Room 24 is to maximize instructional time and minimize the amount of time spent responding to behavioral interruptions in the classroom.  All students will have an equal opportunity to be successful in the classroom by following the rules and receiving the corresponding consequences for positive or negative behavior.  It will be reinforced that all students are responsible for their own behavior.

How does it work?

Each morning, all students will begin with their name clip on “Ready for

Kn‘owl’edge” shown in the middle of the chart system.  Throughout the day, students have the opportunity to increase or decrease their “learning status” based on their ability to follow the classroom rules, expectations, routines, and procedures.  The rules and procedures of the classroom will be taught explicitly at the start of the school year.  Each of the “learning statuses” has corresponding consequences as well (see below).  “Fun Friday” will include a 15 minute break with a variety of fun activities. 

 

School-wide Behavioral Expectations

1.    Respect yourself.           
2.   Respect everyone.

3.   Respect the school.

The poster that hangs in our classroom.
All student clips start the day on "Ready for Kn 'OWL' edge.

‘OWL’ standing Behavior!    

·      You earn two YES tickets!

·      A note or email is sent to your parents, recognizing the specific behavior that makes you a “‘OWL’standing  Student”

·      You are focused on your learning and demonstrating respectful behavior!!!

·      You may choose your seat each month when we change seats

   You may participate in “Fun Friday!”

Flying High

·      You earn one YES ticket!

·      You are focused on your learning and demonstrating respectful behavior!!!

·    You may choose your seat each month when we change seats

   You may participate in “Fun Friday!”

Ready For Kn ‘OWL’ edge

·      You are focused on your learning and demonstrating respectful behavior!!!

·      You may choose your seat each month when we change seats

   You may participate in “Fun Friday!”

‘OWL’ Think About It

·      This is considered to verbal warning

   You lose 5 minutes from “Fun Friday”

Parent Contact

·      A reflection sheet is given to provide the student with the opportunity to think and improve upon his/her behavior (not as punishment); it is completed and signed by a parent

·      You will sit in an assigned seat for the month

   You lose all of “Fun Friday”

Room 24's students and I have discussed the classroom management plan and we are all excited for the promise of "Fun Friday" each week!