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READING
This week, readers will set goals so they can work to develop stronger ideas about characters and to develop themselves to become better readers. They will also start to study the path characters (story mountain or story arc) take to solve problems. They will use the structure of a story to understand that the character’s problem gets bigger and bigger before there is a turning point and the problem gets resolved. They will think about the problems the character faces and how the character reacts to the problem as another way to learn about the character.
WRITING
Writers will review goals they have set for themselves to determine if they are achieving their target. In addition to their goals, they can review their work using checklists, mentor sample texts and charts to see if they are making progress and creating writing that has an impact. By the end of the week, students will share their writing with classmates.
Students will have an opportunity to show how much they have grown as persuasive writers, by taking 45 minutes to write an Opinion/Persuasive On Demand writing this Tuesday. As in pervious Persuasive On Demands, students are encouraged to decide on a topic the evening before and create a list of vocabulary words to accompany the topic.
Writers will review goals they have set for themselves to determine if they are achieving their target. In addition to their goals, they can review their work using checklists, mentor sample texts and charts to see if they are making progress and creating writing that has an impact. By the end of the week, students will share their writing with classmates.
Students will have an opportunity to show how much they have grown as persuasive writers, by taking 45 minutes to write an Opinion/Persuasive On Demand writing this Tuesday. As in pervious Persuasive On Demands, students are encouraged to decide on a topic the evening before and create a list of vocabulary words to accompany the topic.
MATH
In math this week, third grade mathematicians will continue exploring the location of fractions and wholes on the number line. Students will begin the week comparing fractions and wholes by reasoning about their distance from zero using a physical model of a number line on the floor of the classroom. They will gain practice comparing the sizes of fractions with different fractional units (ex. 1/4 compared to 2/3) using drawings and labeling number lines, and write the comparison of fraction sizes with the symbols for greater than (>), less than (<), and equal to.
Towards the end of the week, students will examine different models of wholes and begin to recognize that equivalent fractions always have the same size though they may look different. For example, in the image below, both models have contain four cubes that represent 1 whole and, of the whole, 1 half of the cubes are blue. The shape is different, but the size of the fraction remains the same.
Key vocabulary:
- > - greater than
- < - less than
- equivalent
SOCIAL STUDIES
This week in social studies we continue our research. We will finish off research our first of two questions, then start the second. We will look again at citing our sources correctly to include; title, author, publisher, date published and if a internet source, the URL.
With all this research into our countries, we still have in mind our essential question, 'How do history and culture shape communities around the world?' We also continue to use the 'Big 6' research model.
This week in social studies we continue our research. We will finish off research our first of two questions, then start the second. We will look again at citing our sources correctly to include; title, author, publisher, date published and if a internet source, the URL.
With all this research into our countries, we still have in mind our essential question, 'How do history and culture shape communities around the world?' We also continue to use the 'Big 6' research model.
From the Music Department...
Dear parents/guardians of Second and Third Grade students,
Please, take the opportunity to enjoy some of the pieces your child has been working on during music this year and attend his/her upcoming concert. Two programs will be presented in the CAC Theater:
•Wednesday, March 29 at 10:00 a.m. Both Second and Third Grade classes will perform for students and teachers.
• Wednesday, March 29 at 5:30 p.m. Both Second and Third Grade classes will perform for family and friends. Students should be in place by 5:20 p.m.
Your child will be expected to attend both the morning and the evening concerts due to special instrument, singing, and movement assignments. Also, this is when your child’s behavior and participation are evaluated in a concert setting.
As this is a very special event, please be sure your child is dressed appropriately for the evening concert; girls can wear dresses or skirts, which are to the knee or below, and boys can wear dress slacks, dress shirt and tie, or a shirt with a collar. If possible, please try to avoid blue jeans, T-shirts with pictures/advertising, or tennis shoes. Attire for the morning concert can be more casual as students will have recess and maybe PE during the day.
The words and form of each song are available both on the ES Music Blog and as a hard copy so that your child can review and memorize the pieces. Knowing this material will help alleviate stress during the performances. Another stress reliever will be punctuality. Please ensure that your child is at the theater on time before the evening concert. You will want to arrive early as well so you can get a good seat!
If you have any questions or concerns, please send a message to <rnerenhausen@g-cacegypt.org
Sincerely,
Rebecca Nerenhausen
Elementary Music Specialist
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