Welcome to Third Grade!
Mrs. Beth McGinty
Mrs. Monica Millevoi
Mr. James Wyatt
Mrs. Jillian Appleby
Mrs. Jenn Kepner
Two Sculptors
I dreamed I saw a studio
And watched two sculptors there.
The clay they used was a child’s mind
And they fashioned it with care.
One was a teacher – the tools he used
Were books, music, and art.
The other; a parent, worked with a guiding hand,
And a gentle, loving heart.
Day after day, the teacher toiled with a touch
That was careful, deft, and sure,
While the parent labored by his side
And polished and smoother it o’er.
And when at last, their task was done,
They were proud of what they had wrought.
For the things they had molded into the child
Could neither be sold or bought.
And each agreed they would have failed
If either had worked alone.
For behind the parent stood the school
And behind the teacher, the home.
Anonymous
A Day in the life of a third grader ….
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9:00 – 9:20 – Arrival/Unpack/T.C.O.B.
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9:20 – 10:00 – Power Hour/AE/Science
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10:00 – 11:15 – Rotation 1
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11:15 – 11:55 – First Half of Rotation 2
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11:55 – 12:35 – Special
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12:35 – 1:05 – Recess
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1:05 – 1:35 – Lunch
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1:40 – 2:15 – Second Half of Rotation 2
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2:15 – 3:30 – 3rd Rotation
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3:30 – 3:35 – Pack-Up / Dismissal
Rotation Schedule
Students will rotate through THREE rotations in varying
order throughout the school day.
Rotation 1 - Reading
Rotation 2 – Writing
Rotation 3 – Math
Mr. Wyatt and Mrs. Appleby will teach the Math with
Mrs. Kepner, Mrs. McGinty, and Mrs. Millevoi teaching
the Reading and Writing.
3rd Grade Reading Programs
Good Habits, Great Readers (GR, GH) is a program that is divided into 7 units
that reflect the identified habits and attitudes of proficient readers. In this
structure, the teacher acts as the expert reader to scaffold the instruction
helping students accomplish a reading strategy, skill, or behavior. The seven
units of study are:
1.
2.
3.
4.
5.
6.
7.
Great readers see themselves as readers.
Great readers make sense of text.
Great readers use what they know.
Great readers understand how stories work.
Great readers read to learn.
Great readers monitor and organize ideas and information.
Great readers think critically about what they read.
Junior Great Books is a program that brings high-quality literature and studentcentered discussion to our classroom while providing a superb framework for
practicing reading comprehension, critical thinking, and writing. It allows our
students to see themselves as successful learners and thinkers as they develop their
cognitive, social, and emotional
intelligence.
https://www.youtube.com/watch?v=iHcL0Art3YM
Novels
Reading A – Z books are used for
homework every two weeks. Students will be
required to read one printed Reading A-Z book every
two- weeks. In addition, students are to complete the
Bi-Weekly Reading packet that is sent home every
two weeks with their Reading A-Z book. Students will
take a book quiz as a culminating activity for each
Reading A-Z book read throughout the year.
Reading Strategies
C.R.A.F.T. - Do you have the C.R.A.F.T. of a good reader?
Having the C.R.A.F.T. of a good reader includes COMPREHENSION, RESPONSE TO
TEXT, ACCURACY, FLUENCY, and TEXT ELEMENTS. A reader is said to have the
CRAFT when he/she has expertise, knowledge, and proficiency in ALL aspects of
reading.
COMPREHENSION – I understand what I read.
RESPONSE TO TEXT – I respond with thought, detail, and evidence.
ACCURACY – I can read and sound our the words when I read.
FLUENCY – I can read accurately, with expression and understand what I read.
TEXT ELEMENTS – I understand and use text elements (features) when I read.
Close Reading
Close reading is a careful and purposeful reading. Well actually, it's
rereading. This type of reading places pays close attention to individual
words, syntax, and the order in which sentences and ideas unfold as one
reads.
Notice and Note Signposts
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https://www.youtube.com/watch?v=6SRqZk7WkBI
Vocabulary
Sadlier – Vocabulary Workshop is an engaging multimedia
program with a systematic approach to direct vocabulary
instruction. Its blend of print and multimedia components
helps to enrich and support instruction for all learners. You
can access the multimedia components by logging onto:
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
These components include online practice, games, and
quizzes. Please note students will be tested on BOTH the
spelling and meaning of these words.
GRAMMAR
GRAMMAR WORKSHOP – explicitly teaches the conventions
of standard English to help students communicate their
written ideas with clarity and correctness.
The online, interactive practice, and quizzes help students to
reinforce the conventions of standard English. The simple,
systematic three-step lessons on grammar, usage, and
mechanics make learning and teaching quick and easy.
Writing Workshop
Grade 3 Units of Study
UNIT 1 - HOW WRITERS WORK
TEXT TYPE: NARRATIVE/OPINION
UNIT 4 - BIOGRAPHY
TEXT TYPE – OPINION
UNIT 2 - AUTHOR STUDY - PATRICIA
POLACCO
TEXT TYPE: INFORMATIONAL
UNIT 5 – GRAMMAR
UNIT 3 - LITERARY NONFICTION
TEXT TYPE: INFORMATIONAL
Math in Focus
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Chapter 1 – Place Value with Numbers up
to 10,000
Chapter 2 - Mental Math and Estimation
Chapter 3 - Addition up to 10,000
Chapter 4 - Subtraction up to 10,000
Chapter 5 - Using Bar Models: Addition
and Subtraction
Chapter 10 - Money
Chapter 6 - Multiplication Tables of 6,7,8,
and 9
Chapter 7 - Multiplication
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Chapter 8 - Division
Chapter 9 – Using Bar Models: Multiplication
and Division
Chapter 13 - Bar Graphs and Line Plots
Chapter 17 - Angles and Lines
Chapter 18 - Two - Dimensional Shapes
Chapter 19 - Area and Perimeter
Chapter 16 - Time and Temperature
Chapter 14 - Fractions
Chapter 8 - Division
Math daily drill homework/IXL is assigned Monday
through Thursday. Additional Math in Focus homework
will be assigned as each chapter is
learned.
Math in Focus (continued)
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Math Journals – Students will be required to complete a Math Journal after
each chapter. Each journal will take the students through several “Read It and
Think Steps,” enabling them to solve multi-step word problems.
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Spiraling Review – Students will be asked to complete a set of problems each
day in Math class. These problems will vary in content to ensure skills are
being practiced throughout the year. Additionally, weekly assessments will
track progress and identify need for intervention and/or enrichment.
Math Fluency
It is very important for students to learn their basic math facts so that they become BOTH automatic and
fluent. Students should be able to give an answer within two seconds. According to brain research, when a
child knows facts fluently, he/she will be able to concentrate on learning new and more difficult math
concepts because the math facts are in his/her long term memory.
1st Marking Period:
50 problems in 3 minutes (Addition & Subtraction)
2nd Marking Period:
50 problems in 3 minutes (Addition & Subtraction)
3rd Marking Period:
50 problems in 3 minutes (Addition & Subtraction)
30 problems in 2 minutes (1, 2, 5, and 9 Multiplication Tables)
4th Marking Period
50 problems in 3 minutes
30 problems in 2 minutes (ALL Multiplication Tables)
Calendar Math
Calendar Math is a unique addition to our Singapore Math program. It is
done each morning and entails previewing, reviewing and practicing key
math concepts such as place value, measurement, money, time, and
much more. The program is unique in that it is not taught in the
traditional method. The students sit together as a class in a more
informal environment and talk about the concepts. This format
encourages higher level thinking and deeper discussions as a class, which
allows the students to become truly engaged and to think about math
on a whole different level.
Math (continued)
Online Resources
Think Central
You may access ALL 3rd grade Math in Focus materials through the Think Central website. These materials
include our textbooks, our workbook, parent videos, and virtual manipulatives. These manipulatives are
very similar to the concrete manipulatives we use in class. You can access Think Central by going to
www.thinkcentral.com and then entering the username (first initial, last name) and password
(Mathisfun1!) that was sent home on the neon orange sheet in the K.N.I.G.H.T.S. binder.
IXL
Students are encouraged to access IXL at home. IXL makes math lessons fun and interactive,
so children build their level of confidence and begin to have a sense of accomplishment.
Information on accessing IXL at home will be sent home as soon as we receive information
from the District.
Social Studies
Social Studies Alive - Our Community and Beyond
The Social Studies Alive approach focuses on a more student centered, activity based classroom, where
students receive a series of instructional practices that allow students of all abilities to experience key social
studies concepts.
You may access the online component of History Alive by going to http://www.teachtci.com/. Your child’s
username is first initial last name and their password is ssisfun.
The chapters of study for this school year are:
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Chapter 1 - Where in the World is Our
Community?
Chapter 2 - Where in the U.S.A. is Our
Community?
Chapter 3 - What is the Geography of Our
Community?
Chapter 4 - How do People Become Part of Our
Country?
Chapter 5 - What Makes Our Community
Diverse?
Chapter 6 - How Do People Improve Their
Communities?
Chapter 7 - How Are People Around the World
Alike and Different?
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Chapter 8 - How Does Our Economy Work?
Chapter 9 - How Does Global Trade Affect Our
Community?
Chapter 10 - What Are the Public Services in
Our Community?
Chapter 11 - Who Works at City Hall?
Chapter 12 - How Do We Have a Voice in Our
Community?
Chapter 13 - Whose Planet Is It, Anyway?
Chapter 14 - How Can We Help the Global
Community?
K-5 Prevention Program
Too Good for Drugs - Provides facts about alcohol, tobacco and other drugs—facts that help kids
set goals and make good decisions that contribute to their health and well-being. Program
lessons and activities give kids skills for managing emotions, communicating effectively, making
positive friendships, countering social influences, analyzing media messages and refusing peer
pressure.
Too Good for Violence - Teaches strong character-based skills, attitudes and behaviors which in
turn helps kids develop skills for conflict resolution, anger management, respect for self and
others. It also teaches effective communication. The combination of these skills helps promote
their social-emotional intelligence. Program lessons and activities help kids realize that as
individuals and as a group, they are too good for bullying and violence, as they gain skills for,
and confidence in their ability to interact cooperatively and peacefully.
Science
FOSS is an inquiry-based Science program which capitalizes on children’s naturally inquisitive
nature. Students will guide their own learning through discovery, questions, and hands-on
experimentation. The FOSS system is comprised of a series of kits that will teach 3 Science
modules.
Module 1: Structures of Life From seeds to Bess beetles and everything in between!
Module 2: Earth Materials Properties of rocks and minerals with specific examples
Module 3: Physics of Sound Discriminating between sounds; sounds as different vibrations;
sound travel
Module 4: Measurement ~ Metric & Customary
~Please note there is no Science textbook. However, each student
will have a Science notebook.
“Show Me the Money”
Classroom Management System
The 3rd grade team utilizes, “Show Me the Money” as our grade level classroom
management system. Students have the opportunity to be rewarded with a coin
stamp two times throughout the school day, once in the morning when I check their
homework and then again at the end of the day when each student evaluates his/her
behavior. To earn a quarter for homework, students have to have ALL of the previous
night’s homework assignments completed as well as have assignment book, reading
and math log initialed. Failure to miss one assignment or have one initial missing
means no money earned for homework that evening. For behavior, each student
starts the day with a quarter and has the opportunity to earn the full quarter’s value
at the end of each day. We have four check-ins throughout the school day (before
special, after lunch, after break, and at dismissal) where each student has to reflect on
their own behavior and decide whether they have earned the quarter or not.
Students, who feel they haven’t, record it in their monthly calendar located in the
plastic sleeve of their K.N.I.G.H.T.S binder.
Standards Based Grading
Standards-based grading ensures that each student’s grade is an accurate indicator of what that student knows and is
able to do. All instructional activities in a standards-based classroom are derived from specific learning targets. After
presenting new concepts and skills, the teacher designs formative assessments that provide opportunities for practice
and feedback, and then summative assessments to measure whether students have reached the learning targets.
Academic grades are based solely on these summative assessments. Other factors, such as organization, participation,
work completion, and behavior, while essential for student success, are not included in the academic grade; doing so
would mean that the academic grade would no longer be an accurate indicator of student achievement.
The Four-Level Grading Scale: Instead of receiving points or percentages for each assessment, each student will earn a
score that is based upon previously communicated expectations (learning targets). For these assessments, a four-level
scale correlates to the following grades and descriptors:
4 = Advanced: Demonstrates advanced knowledge and application of the essential academic standards
3 = Proficient: Demonstrates proficient knowledge and application of the essential academic standards
2 = Needs Improvement: Demonstrates developing knowledge and application of the essential academic standards
compromised by a few missing concepts
1 = Minimal Understanding: Demonstrates minimal knowledge and application of the essential academic significantly
compromised by missing concepts
State & District Assessment
Calendar 2015-2016
CDT
DRA
Math
State/
District
Beginning
of Year
Middle of
Year
District
September
16 - 30
January
District
September
District
4th – 11th
September
8-9
PSSA
Writing
State
District
End of
Year
19th – 29th
Date to be
determined
Date to be
determined
April 11-22
September
November
February
8th – 30th
16th -24th
1st – 12th
Homework
• Homework comes home daily.
• Homework is checked for completion the following day of school and rewarded
with a quarter stamp if ALL is complete including parent initial/signature in
assignment book and reading/math logs.
Communication
• E-mail is the fastest way to get in touch with us:
» jwyatt@neshaminy.k12.pa.us
» bmcginty@neshaminy.k12.pa.us
» mmillevoi@neshaminy.k12.pa.us
• Absence Notes
• Please include a note for each absence.
• Vacations need to be approved by the office BEFORE the trip.
• Change in Transportation
• Notes are needed for ALL changes in transportation.
• Parents will need to wait outside until their child exits the building when
walkers/pick-ups are called.
• Please feel free to browse around our rooms and
enjoy the student work in the hallway. Thanks so
much for coming!

~Mrs. Beth McGinty
~Mrs. Monica Millevoi
~Mr. James Wyatt