Reminders for the Week
Shelter in Place Drill
We will be having a drill on March 12 to practice shelter procedures. Teachers will discuss this as “shelter practice” with students in age-appropriate ways, but you may also want to also talk to your child about the subject. Last year, we shared this article with helpful suggestions for talking to children about safety procedures and practices. One of the things addressed is the impact of the terminology we use. Staff members will be going over this in advance, as we work together to ensure that students feel safe, protected, and aware of what to do in different situations.
- The drill will be held at 12:00 pm, so if you are on campus, we ask that you follow instructions when asked to go to a safe place.
- Everyone who is outside will be moved to the ES Hall.
Tuesday, March 13 - ES Fundraising House Event
Walk-A-Thon and Fundraiser for African Hope food program. Click here for more information.
Thursday, March 15, 3:10- 4:15 - Movie Night
Brought to you by the Student Leadership Team! Tickets will be on sale by the student leaders on the week of Sunday March 11. More details, coming next week and in CACN News! Thursday March 15 Movie Night Announcement
From Ms. Dolly:
Students will:
Grade 3 Guidance Update: Cyber Bullying
There are many ways to socialize with friends, such as talking to them in person or using technology to send emails or texts. Using technology to communicate can be really fun and useful, but technology can also be used to hurt or cyber bully other people.
Cyber bullying is using electronic technology to purposefully hurt someone else. It is immediate, long lasting and can spread further and faster than people are usually aware.
Students will:
- Discuss the importance of keeping their personal information (Y.A.P.P.Y your name, address, phone number, passwords or your plans) safe
- Review the 3 steps for handling hurtful messages: 1. Do not respond 2. Save it 3. Tell an Adult
- Demonstrate ways to support and/or stand up for someone online (such as reporting to an adult or leaving a game or chat group).
READING
This week, third grade nonfiction readers will learn to revise their thinking, so their ideas become more comprehensive and specific. They will continue to read about different topics of interest. When they come up with what they think is the main idea of a passage, they will record that idea “in pencil”, expecting it will be revised as they continue to read. For example, when reading a text about food, one might think the main idea is ‘Vegetables are healthy.’ However, continuing reading reveals that the text also talks about fruits and other healthy meals. Naturally, the main idea is revised to reflect that ‘It is important to eat a variety of healthy foods.’ Readers will also take stock of their progress acquiring different nonfiction reading skills and will set new goals and plans to get better with particular strategies.
WRITING
In Writer’s Workshop this week, students will continue to draft their expert books. They will learn that books are more readable when each part connects to the part that came before it. To do this, writers make sure the order makes sense and they use transition word to connect the different parts. Writers will also learn to balance the information in their drafts. They will learn to not only provide facts for the reader but also ideas that tell the reader a little more.
MATH
Third grade mathematicians will begin the week 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. Students will build off of this knowledge to show whole number fractions greater than one using a variety of visual models.
Moving through the week, students will continue to explore the connections between equivalent fractions and use various models to reason about their size. Students will spend time partitioning whole rectangles of the same size into different fractional units and then recognize from these models which fractions are equivalent. Using these models, students will reason about the size of fractions and explain why 2 copies of one sixth are equivalent to one third, etc.
SOCIAL STUDIES
This week we wind up the research part of this unit. Students will be given time to revisit their Guiding Questions and review their notes to figure out the connection of culture categories to the essential question.
They will work with their research groups and have a preliminary share time to hear the other 3 topics from their teammates and make notes on each category. Later in the week the whole class will 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.
They will work with their research groups and have a preliminary share time to hear the other 3 topics from their teammates and make notes on each category. Later in the week the whole class will 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.
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