Welcome to Third Grade!
Mrs. Brown
Mrs. Griffith
Mrs. Lucas
Ms. Martin
7:40 Arrival/ Morning Work
7:50 Announcements/ Morning Work
8:05-10:15 Block 1/ Homeroom
10:15-10:45 Third Grade Target Time
10:50-11:35 Special Areas (PE, Art, Music)/
Teacher Conference
11:35-12:15 Block 2
12:15-12:45 Brown/ Griffith Lunch
12:20-12:50 Lucas/ Martin Lunch
12:45-1:15 Recess/ Bathroom Break
1:15-2:50 Block 2 (Continued)
2:50 Dismissal
Daily Schedule
Students will be able to independently use
their learning to…
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Establish a purpose for reading
Ask questions, before, during and after
reading
Monitor Comprehension
Inference
Summarize
Make Connections
Language Arts
What is The Daily Five?
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A structure that helps students develop the daily
habits of reading, writing, and working independently
that will lead to a lifetime of literacy independence.
• Read to Self: students read independently
• Read to Someone: students read with a partner
• Word Work: students practice sight words,
vocabulary, dictionary work, grammar skills
• Listen to Reading: students listen to books on
tapes, CDs and the computer
• Work on Writing: students free-write independently
*During each Daily Five Rotation, the teacher will be
working with reading groups.
What is CAFÉ?
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CAFE is an acronym for Comprehension,
Accuracy, Fluency, and Expanding
Vocabulary, and the system includes goalsetting with students in individual conferences,
developing small group instruction (Guided
Reading Groups / Literacy Circles), whole-class
instruction and conferring one-on-one with
students.
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Check for Understanding
Just Right Books
Back Up and Re-Read
Tune into Interesting Words
Stretch the Sounds and Reread
Cross Checking
Guided Reading Groups
A few things to know:
 Your child will be bringing home “Just Right Books” every day except
Friday. These will be books that your child has worked through in class
while in a guided reading group or literature circle.
 Please have them read these books nightly and return daily.
 Have your child use their strategies before helping them. Remind them to
use the strategies that they know.
*Before, during and after reading the book, ask your child questions.
EXAMPLES:
*What do you think the book will be about?
*Why would you read this book?
*What kind of text do you think this is?
*What was the Setting? Problem? Solution?
*What will happen next?
*Who was your favorite character? Why?
*Why does the character change?
*How does the character feel? Why?
*what will happen next?
*Retell the story in your own words.
(BME)
*What was the author’s purpose for writing this story?
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The students will be required to read every
night.
A readers response activity will need to be
completed every night. (Parents please check
your child’s work, we want to see complete
sentences.)
These activities may involve work before,
during, and after reading.
All homework is due on Friday, but will be
discussed at reading groups each day to help
with conversations during our literacy circle.
Language Arts Homework
Students will be able to independently use
their learning to…
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Understand important ideas in historical
documents
Understand the impact of scientific
breakthroughs and new technology
Understand and compare the heroic deeds
of heroes
Understand the concepts of map skills
Understand the concept of a free market
Social Studies
Students will be able to independently use
their learning to…
Apply the scientific method
 Recognize changes in the natural world
 Understands there are a variety of cycles
and systems
 Create scientific based models
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Science
Students will be able to independently use
their learning to…
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Understand and apply place value & properties of
operations to solve problems involving addition &
subtraction of whole numbers within 1,000
Solve problems with multiplication & division
within 100
Understand fractions as numbers & represent
equivalent fractions
Describe characteristics of 2-D and 3-D
geometric figures
Math
Sample Science & Math
Homework
Report Card
Performance Level Descriptors
1= BEGINNING
“I Need Help- I still need some instruction.
But I am working on it!”
These students:
• Demonstrate minimal understanding of basic
concepts and skills
• Occasionally make obvious connections
among ideas
• Have difficulty applying basic knowledge
and skills
• Communicate in an ineffective manner
Performance Level Descriptors
2= DEVELOPING
“I Can Do It- I understand but I may
make an occasional mistake.”
These students:
• Demonstrate partial understanding of basic concepts and skills
• Make simple or basic connections among ideas
• Are starting to apply knowledge and skills using appropriate
strategies
• Communicate effectively at times
Performance Level Descriptors
3= INDEPENDENT
“I Can Explain It- I can do it without mistakes and I can
explain my thinking.”
These students:
• Demonstrate understanding of concepts and
skills
• Make meaningful, multiple connections
among ideas
• Apply knowledge and skills using appropriate strategies
• Communicate effectively
3 is considered On-Level. This is the goal!
Performance Level Descriptors
4= ADVANCED
“I Can Connect It- I can make a connection to my learning.”
These students:
• Demonstrate in-depth understanding of
concepts and skills
• Make abstract, insightful, or complex connections
among ideas
• Apply knowledge and skills effectively and
independently using efficient strategies
• Communicate effectively and thoroughly
Performance Level Descriptors
Binders include agenda, guided reading
books, homework, six week curriculum
snapshot, behavior codes, class schedule,
and grading performance descriptors.
Students are held responsible for turning in
notes and homework to teacher.
Parents:
• Sign agenda each night and return
binders daily
• Monitor weekly homework
• Check for notes placed in front pocket
TAKE HOME BINDERS
Agendas are required and should be
purchased for $6 from school office
 Check daily for behavior notes and
learning objectives
 Review agenda entries to ask your child
questions about daily target skills
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AGENDA
Students will use their data binders to
track their own learning.
 Will be sent home with Progress reports
and Report Cards.
 Will require parent signatures and need to
be returned the next day.
 Do not remove anything from the data
binders.
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DATA BINDERS
Student Expectations:
► Do your best!
► Listen & follow directions at all times
► Resolve conflicts in a positive way
► Show respect to teachers, all Stephens’ staff, & peers.
► Come prepared each day with binder, agenda, guided reading book,
reading logs, homework,…
Consequences:
►1 warning= verbal reminder
►2 warnings= Note home/ 5 minutes at recess
►3 warnings= Note home/ 10 minutes at recess
►4 or more warnings = Parent Phone Call and/or Office Referral (removal
from classroom)
Rewards
Class Management
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Email will be the primary means of communication this year. Please be
sure to let me know if your email address changes.
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Agendas must be signed daily.
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Tuesday Newsday Folders should be signed & returned ASAP.
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Remind : Teachers will be sending text reminders and notice to parents
using REMIND. Watch for more info soon!
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Class Website will include up-to-date news and info.
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Follow Mrs. Lucas’ Class on Facebook, Twitter, or Instagram.
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Transportation Changes & Absences
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Volunteer applications (digital) are now available on DISD website.
Communication
We look forward to a great
year! Please let us know if
you have any questions.