Brave Irene

The students finished up their Brave stories this week.  This is one of my favorite writing pieces that we work on.  We start this writing with a mentor text, Brave Irene.  It is read online by Mr. Al Gore, and I included the link in case you wanted to hear the story yourself.  Then we spent some time planning our stories by using the planning paper that guides them through a format for the story.  I find that narrative creative stories at this age work better when they have a structure to work within.  Otherwise, the stories end of not making sense.  Sometimes!  :)  We focused on story structure, transitions, and descriptive words.  We also worked on creative and descriptive weather sentences.  The stories will go into their memory books, but the planning papers and drafts should have come home this week.  We are still working on grade level conventions, especially spelling.  We are making progress, though.  We addressed quotation marks by adding talking sentences in key places in the story as they felt necessary.

It's Snowing!

It's snowed today!  Well...it snowed paper snowflakes!  Thanks to the helping hands of Mrs. Washam, we were able to turn our classroom into a winter wonderland in a short amount of time!  The students were also great helpers to each other.  This is a great group of kids!  Maybe we will get some real snow this year?

Week in Review

Students finished their Native American project, which was a writing piece about one of the Native American regions.  They decorated a border that included some symbols to go with their writing.

 


We also wrapped up our study of the water cycle.  This is what they made:

Here are a few shots of our visit to the computer lab to work on FrontRow:

Thankfulness

Although thankfulness should be our mindset as we experience each and every day, we spent some time today thinking about what we are thankful for as we approach the Thanksgiving holiday this week . 

What are we Thankful for?

Avery - my dog Shelby, my family, the internet

Nadeem - my soccer skills, my family and what they help me with

Katherine - freedom

Jesse - family, a house, clothes, trees

Ava - family, my pets Rosie and Clover the bunnies, Jewelissa the fish, my friends, Thanksgiving dinner

Abbie P - friends and family

Braden - teachers, family, brothers, America, food

Jordyn - living under a roof, great meals, my mom and dad loving me, a good school to go to, my parents raising me

Kirill - good family, friends, my nice house, my health

Annabelle - my wonderful teacher, my family, my dog, Oski

Lanai - clothes, trees, teachers, food, a house

Makenna - my dog Bruin, my dad working for money, Jesus, my friends, electronics

Searag - my family, when my mom tucks me in at night

Jaden - my family, Earth, trees, food, my life

Sophia - my family, Thanksgiving, school, the Earth, all my friends

Molly - my family, my dog, my friends, my aunts and uncles and my grandmas and grandpas, medicine

Walker - bacon, T.V. family, books, cheeseburgers

Alison - kindness, love, family, food, my teacher

Abigail - time with my family, house where I live, amazing family, nice friends, kind class

Alen - Thanksgiving, houses, America, kind parents, learning

Nathan - my friends, my family

Mrs. Salbeda - my family, teaching awesome 3rd grade superheroes, the great supportive parents of these 3rd graders, education, books, and coffee!  

Front Row - Math Website

Front Row is a math website that I came across recently.  It is similar to Moby Max, but has a few other components that I like.  I invite you to take a look at it to see if it's a better fit for your child.  I like that it has a video that students can click on if they need an explanation for a concept.  It also allows kids to work at their own pace and work on concepts that they are still struggling with.  To start, there are placement tests for each section of math.  As they work through the sections, they earn "coins" as rewards for their progress. 

They sign in with their name and the class code: uk3vbv

Front Row

 I think it's worth checking out!  If you are able to check it out at home, please let me know how it goes.

The Water Cycle

We have been learning about the water cycle the last few weeks.  We are wrapping it up this week and the students will take a quiz on Friday.  Here is a link to a video and some vocabulary resources:
Water Cycle Video

Math Fact Apps

As discussed at conferences, math facts are extremely important, and are some of the important targets for this year.  There are lots of ways to work on memorizing math facts, such as flashcards, worksheets, games, and online sites like xtramath.  I will try to set up the class soon on xtramath so that you have that as one option.
I have found 2 apps that I like - Math Fact Master and Rocket Math.  I'm always on the hunt for good apps, so if you know of others or come across another one that works well for your child, let me know!

Happy Math Facting!

Who's That Superhero Baby?

I just love the students' baby pictures!  We had fun this week looking at them and guessing who they were!  Very cute!  Even Mrs. Salbeda's picture is up!  (the "old-fashioned" picture as the kids called it)

Close Reading and Native American Regions

What is Close Reading?

A close reading is a careful and purposeful reading. Well actually, it's rereading. It's a careful and purposeful rereading of a text. It's an encounter with the text where students really focus on what the author had to say, what the author's purpose was, what the words mean, and what the structure of the text tells us. Close reading requires that students actually think and understand what they are reading. - Dr. Douglas Fisher

We are well into our study of Native American Regions, and we have been using the strategy of Close Reading to help us gather and understand the information.  I am so impressed with how well the students have been using this strategy!  The Close Reading strategy can have variations depending on the purpose, the level of students, and the text.  

This is the chart with the steps that we are using right now with the strategy:

     So, we read one paragraph or section at a time.  They think about what it is mostly about, and then talk with a partner.  We use this to create a heading for the section.  Then they read it a second time and underline key words, which should relate back to the heading.  The students check with their partner to see if they agree on the key words.  During the third reading, students highlight "tricky" words, and we discuss the meaning of the words based on the context.  We finish the process by answering the questions, using the text to support our answers.

      The first time we did this, it was slightly painful, but they have made great progress!  :) This will help them when they take the state test in the spring.  We won't use Close Reading with everything we read, but it's a very good strategy when examining smaller texts and learning how to read deeply.

Counting Up Algorithm for Subtraction

Today we learned the Counting Up Algorithm for solving subtraction problems.  People use this method in regular life, such as counting back change to another person.  Will the kids learn the traditional algorithm that uses "borrowing"?  Most definitely!  The method they learned today uses a few different math skills such as using "friends of 10", and using knowledge of landmark numbers such as 10s and 100s.  This is a picture of what we added into their Math Notebooks:

When we learn a new method it can take a few days for it to sink in, so we will continue to work on it.  The math homework has  an example to help remind them of the steps.  It was fun to see it starting to click for them!  

Partial Sums Algorithm

Today in math we worked on Ballpark Estimates (rounding) and Partial Sums Algorithm.  The Partial Sums Algorithm is used for adding multi-digit numbers, and helps cement the concept of place value.  This helps kids understand why we "carry over" when using the standard addition algorithm.  I have included a link to a video for Partial Sums so that you can see how they kids have learned the process.

Partial Sums Algorithm

Oski the Bear

So, Oski the Bear gave out some Oski Paws this week to organized and clean desks.  This was the first visit he has made this year.  Every once in awhile he decides it's time to reward the students who have been working on staying organized.  An organized student moves smoothly throughout the day!

(Oski is our classroom mascot, but also the U.C. Berkeley mascot - my alma mater!)

The Cubes are Done!

We assembled the cubes that display the students' white squares that tell about themselves.  They look great!  Over the next few weeks each student will have an opportunity to share his/her cube.

Writing!

Two weeks ago the students filled in their heart maps.  The heart maps have ideas, events, experiences, and anything close to their hearts.  We talked about how writers create stories using what is important to them, or experiences they have had.  This is my heart map.  They have heard a lot of my stories, but not all of them yet!  :)

On Monday, we started off talking about how writers choose a writing topic.  We specifically talked about watermelon stories versus seed stories.  There can be great watermelon stories, but many times they are too long, and it is too hard to really explain with clear details.  Writers often get off topic and lose the reader with watermelon stories.  Students looked at their heart maps to decide on one story they could tell and then narrow it down if necessary from a watermelon story to a seed story.

On Tuesday, after students chose their writing topic, (our focus was real narrative stories) we worked through using a 4-square organizer to organize and plan the story ideas.  I chose my "Scraps" story.

The following day, we worked on using the 4-square organizer to write the story, adding more details to the story as needed.  The students are learning that the organizer is like a road map and sign posts that guide the way.  They should use words and phrases, not full sentences to plan.  Wednesday and Thursday the students wrote their stories.  Writing Buddies came to visit during this time.  (ask your child about Writing Buddies!)


On Friday, we worked through our Rainbow Editing procedures.  This time the used some of the Rainbow Editing steps to help edit the writing of their elbow partners.  This is our reference chart in the classroom for Rainbow Editing:

It's a stretch sometimes for 3rd graders to look at their writing as find things that need to be fixed.  "I have to fix this?  I think it looks great!"  So, we start this off as early as we can so that it becomes a more natural step as we go throughout the year.  It also helps to have another set of eyes looking at our writing.

 So, that was our week in writing!

Are You a Bucket Filler?

This year our school is focusing on "filling buckets".  Students will put their  STAR cards in their buckets, and they can also write bucket filler comments to each other to fill buckets.  Here's what it looks like in our classroom:

This is the link to the book that we used to introduce this concept.  

Squares are Due!

The 6 white squares that students have been working on at home are due tomorrow, Friday the 19th.   We will be assembling the cubes tomorrow.  This is what the final product will look like:

I look forward to seeing the squares and learning more about the students!  

Surfin' Into 3rd Grade!

It has been a full 2 weeks of getting to know these kids!  I enjoy this time we have to share about ourselves and build community.  It's an important foundation for the rest of the school year.  The students also worked on a writing piece about themselves using our four-square organizer.
This writing gives me a good idea of where we are starting 3rd grade with their understanding of organizing ideas and how they write sentences.  The surfin' bobble heads that go with the writing were fun to create!

A bulletin board in our classroom has their self-portraits along with some information about themselves underneath.  They did a great job!  It was fun watching parents at Back to School Night trying to find and guess which one belonged to their kid!

Our class birthday wall is now full of birthday superheroes!  Our school has a "no-treat" birthday policy.  So, in our classroom, we celebrate with a special chair covering they get to use for the day, certificate and bracelet from me, and a very special birthday song!

Reading Routines!

Setting up Reading Routines takes time, but it is worth it!  Part of our Reading Block involves small group reading meetings with me, so everyone else needs to know what to do during this time because my time with groups or individuals is important.  But, it's not just about keeping kids busy so that I can meet with small groups.   It's also about making the most of the reading time, and working on things that will help move their reading along.

First, we started with the routine of Read to Self.  The more they read, the better they get.  But, what they read is just as important.  So, we talked about making Good Fit book choices for Read to Self time.  Each students has a book box to keep the book(s) they are reading.  We went over the expectations for both students and teacher, and the key word is RESPONSIBILITY!

The next routine we talked about was Responding to Reading.  This one will take longer to develop, and will continue to evolve over the year.  I have been reading a Humphrey the Hamster book to help model the process.  We are using a Response Starter page that they have glued into their Reader's Notebooks.  Right now we are focusing on asking questions as we read.  For example:

• "I wonder..."
• "How did..."
• "Why..."

The key word for Responding to Reading is THINKING!  Great readers think about what they read and tune into what is going on in their brain!  The chart prompts students to think about ways they are responding and reacting to what they are reading.  

 Next week we will be working on more Reading Routines - Word Work and Listening to Reading.

Telling Time and Elapsed Time

In math, one of the areas we have started working on and reviewing is telling time to the minute and understanding elapsed time.  Ask your child the story about Big Brother and Little Brother on the clock.

Today we worked specifically on elapsed time and adding time on a number line.  This is a standard and expectation for 3rd grade.  It will be a skill/concept that we continually review and work on throughout the year.  I have included a link to a youtube video that shows how a number line can be helpful when solving elapsed time problems.  When I show video clips in school, I have to make sure I'm covering up the adds that sometimes pop up first because you never know what's going to show!  So, as much as I would prefer to send you links without adds, it may not always happen.  And it's always a good idea to view it first to understand it to help your child as much as you can.

Here's the link:
Elapsed Time on a Number Line

Pencil Grips!

Last week I talked to the students about penmanship and holding pencils correctly.  We would like to start cursive, but it's important that we are in good habits first with basic penmanship and grips on pencils.  I have included a link that demonstrates the best ways of holding a pencil, as well as tips to help kids who are having difficulty.  I told the kids that I have special pencil grips that they may borrow to help them hold a pencil correctly, so if you are noticing some difficulty at home, please encourage them to check in with me if I haven't already done so.  We want to break those habits before it's just way too hard to do it!

How to Hold a Pencil

Back to School Night!

It has been a great start to the year!  We have been busy learning our classroom routines, learning about each other, and reviewing school behavior expectations.  Thursday evening is Back to School Night.  I look forward to seeing you.  The students have been working on a few projects, and they are excited for you to see them!

The schedule is:

5:30‐6:00pm:  Meet the PTO Board and learn about school events in the library.

6:00-6:40pm:  K-2nd Grade presentations in the classrooms or learn about the Specialists in Music Room

6:45-7:15:        Principal Presentation in cafeteria/gym

7:20-8:00:        3-5th Grade presentations in the classrooms or learn about the Specialists in the Music Room

School is Starting? Already?

Summer is over!  How did that happen?  Over the last few weeks, everyone has probably tried to squeeze in the last bits of fun into the remaining summer days.  Teachers have been planning and prepping for the first day and a new school year.  Now parents and students are probably anticipating the first day of school!   The classrooms open at 7:45 a.m. on Tuesday.  The first day will include lots of information about routines and procedures.  We will also spend a lot of time getting to know each other! If your child is new to Scholls Heights, we will make sure he/she knows exactly where to go and what to do!   It was great to meet so many of you last week as you came into the classroom to drop off supplies.  I look forward to this year, learning with your child, and working together! 

Welcome to our 3rd Grade Classroom!  It's going to be a great year!