Next week, third grade has their music concert. There are two opportunities to hear this talented group.
READING
-Wednesday, March 29, 10:00 a.m. concert (about 1 hr.)
-Wednesday, March 29, 5:30 p.m. concert
READING
This week, readers will continue to learn more about characters. They will build on their previous knowledge of the role of secondary characters to understand how this character, helps the main character resolve the problem.
You can help your child think about secondary characters by asking,
-Why is this character in the story?
-How does he/she support the main character towards resolving the problem?
-Does he/she help (advisor or friend) the main character or challenge them?”
Towards the end of the week, readers will learn about the climax of the story. They will notice that towards the end of a book, the tension builds and the character is tested in some way, which will usually lead the character in a new direction. It is at this point they should ask themselves, “ What is my character facing, and why is it important?”
WRITING
This week in writing, our students step into the world of fairy tale. This unit has three distinct parts that allows writers to explore the genre of fairy tale and grow independence. Third Graders will start the unit by exploring fairy tales that are new to them and retelling fairy tales they already know. They will read fairy tales to notice character traits and patterns in stories. Writers will then choose either Little Red Riding Hood or Billy Goats Gruff to adapt. Students will learn that when one element of the story is changed, such as character or setting, it leads to changing other parts of the story. They will learn to write multiple scenes to tell the story and possibly add a narrator to bring the scenes together.
Later in the unit, students will choose another fairy tale that is well known to them to adapt. For the third writing piece of the unit, students will create their own original fair tale. This unit emphasizes rich dialogue and descriptive language. You can help your child develop their writing by listening to their ideas and storytelling.
Later in the unit, students will choose another fairy tale that is well known to them to adapt. For the third writing piece of the unit, students will create their own original fair tale. This unit emphasizes rich dialogue and descriptive language. You can help your child develop their writing by listening to their ideas and storytelling.
MATH
By the end of the week, students will be expressing whole numbers as fractions and recognizing equivalence of wholes with different units. They will use number bonds, paper cut-outs, and the number line when exploring this concept to build their understanding that 1 whole = 2/2 = 3/3 = 4/4, etc..
Our mathematicians will begin the week learning how to recognize and show equivalent fractions using fraction strips to compare different fractional units (e.g. 2/4 and 1/2) and plotting fractions on the number line. These strategies will provide visual models for students to see that equivalent fractions are equal to one another and are located at the same place on a number line.
With this understanding, students will begin to generate simple equivalent fractions and notice the patterns occurring between the numbers making up equivalent fractions. For example, 2/4 and 4/8 are equivalent fractions and we’ll be guiding students to recognize that when we double the numerator and denominator in 2/4 the result is the fraction 4/8. We could also cut the numerator and denominator of 2/4 in half to derive the equivalent fraction 1/2.
By the end of the week, students will be expressing whole numbers as fractions and recognizing equivalence of wholes with different units. They will use number bonds, paper cut-outs, and the number line when exploring this concept to build their understanding that 1 whole = 2/2 = 3/3 = 4/4, etc.. 
Finally, students will use a variety of models (e.g. cut-outs, shape drawings, number bonds, number lines) to show whole number fractions greater than one. For example, instead of using 8 unit fractions of 1/4 to show 2 wholes, students will draw a number bond with two parts that both contain 4 fourths to represent 2 wholes, showing the same thing in a more efficient and clearer way.
SOCIAL STUDIES
This week we wind up the research part of this unit.
Students will be given time to revisit the Guiding Question and review their notes to figure out the connection of culture categories to history and to the essential question. They will get into their own groups and have a preliminary share time to hear the other 3 topics from their teammates - make notes on extra pages with category name.
Later in the week the whole class compare the cultures from the different countries researched, looking at similarities and differences. Through this discussion the realization that all countries have similar cultures, but it is the cultural aspect itself that is different, will become clear.
This week we wind up the research part of this unit.
Students will be given time to revisit the Guiding Question and review their notes to figure out the connection of culture categories to history and to the essential question. They will get into their own groups and have a preliminary share time to hear the other 3 topics from their teammates - make notes on extra pages with category name.
Later in the week the whole class compare the cultures from the different countries researched, looking at similarities and differences. Through this discussion the realization that all countries have similar cultures, but it is the cultural aspect itself that is different, will become clear.
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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