MAP Data Information

Dear Parents,

Tomorrow, your child will be taking home their MAP data. I would like to show you a few different examples of what their MAP data might show you.

Example 1: Meeting The Prediction

This chart shows a projected growth of 14 points, as well as an actual growth of 14 points. This student has met the prediction that the MAP software set out for them.

Example 2: Beating Predictions

This chart shows a projected growth of 13 points, but an actual growth of 21 points. This student has had a great test.

Example 3: Amazing Progress

Example 3 is similar to example 2, only the actual growth goes through and above the grade mean level, whilst also beating the growth projection. This child had an extremely good test.

Example 4: Not As Much Progress As Predicted

This student has made progress, but not as much as the MAP software predicted. Having made progress is something to be celebrated, and working out why not as much progress was made as predicted is something to be thought about.

Example 5: Going Backwards?
In this final example, you can see a line that goes strongly downwards. This is not what we want to see but it does sometimes happen. We’ll give a few examples as to why below.

How Important Are the MAP Results?

I assess the children’s levels in multiple ways. MAP data is only one method. There is also in class work, whether written, demonstrative, or oral, and in-class assessments, whether formative (on-going) or summative (at the end of a unit). Class work is more reliable than MAP testing as the children work in class for the whole year, whereas a MAP test happens in one part, of one day, twice a year. MAP gives a snapshot of a child on a particular day, whereas the other methods show you the level of a child throughout the year. The report card reflects your child’s attainment from the whole year.

Children can score well because they work hard, study well, etc., and also due to luck because they could guess some answers correctly.

Children can score poorly due to feeling unwell on the day, feeling stressed or worried about the test, guessing answers to finish early, or even due to the time of day that the MAP test takes place. For example, our reading test happened first lesson in the morning and most of the students scored well. However, some of our other tests happened in the afternoons, right after P.E., when the children were feeling quite tired. On these tests, some of the children did not score well. But, as they still did well with their class work, their report card grade will still be positive.

I would like to see all students meet or beat their predictions but this is only one test. When a child has good class work, a poor test does not affect their report card, and there are multiple factors to take into consideration as to why they scored what they did.

Please let me know if you have any questions.

The Summer Slide

Dear Parents,

In the summer holidays, it is possible for students to experience what is known as ‘the summer slide’. This is when students lose some of the gains they have made in the previous year.

To counteract this, Ms. Ballesteros would like to share this link: On this link, you will find resources that will help to prevent ‘the summer slide’.

Thank you for always supporting our students, Ms. Ballesteros!

June 2018 Calendar

Here is the calendar for June 2018. Please note that some items have moved, such as the ASA Choir Performance, which has moved from May to June. There are many other dates to be aware of as well.

11 June 2018 Calendar PDF

Any questions about the specialist subjects or activities should be sent to:

PE: (Mr. Barwicki)

Art: (Ms. Hobbs)

Music: (Ms. Sheppard)

Chinese: (Ms. King)

If you have any general school questions, please ask them to the school secretary: (Ms. Zheng) and any questions about 3C can be sent to me: (Mr. Musker).

Thank you.

Learning Update


This week, readers will be studying the particular word choices an author makes. For example, is there a difference in describing something as big or as large? Does this make you form a different visual image? How important is it to be specific with your word choices?

This week, writers will be taking a deeper look at the structure of their writing (grammar!) In particular, they will be looking at fronted adverbials, subordinating and coordinating conjunctions, and paragraphing.

Lesson 11 to 14, focusing on perimeter.


This week students are thinking about how organized systems function? What do systems look like when they work and what do they look like when they don’t work. Students will create a system that fixes an issue we’re having in 3rd grade.

Learning Update


This week, readers are further exploring characters. They will learn that the more you know about a character, the better you know them, and the better you know them, the stronger your predictions will become.


This week, writers are beginning their final unit of the year- creative/free writing. To start with, they will focus on writing true stories from their own life. This week, they will develop their knowledge of sentence openers by exploring how to use adverbs, connectives and similes as openers.


This week, students will continue to learn about 2D shapes before then focusing on perimeter. These are lessons 8 onwards:

Unit of Inquiry

This week students will be thinking about the questions: What are systems? What are rights? What are responsibilities? A provocation of a morning without rules (except to stay safe) and noting conflicts and frustration. Another morning full of rules! A rule to get out of your seat. A rule to get a drink of water. Students are asked to notice how systems work and don’t work.

Student Led Conferences

Here is the sign up link for the student led conferences:

Dear Parents,

On Thursday 10th May, we would like to invite you to attend your child’s student led conference.


What is a Student Led Conference?

This is an opportunity for your child to share with you their learning. Most importantly it is a chance for you to celebrate with them their growth and development.


What should I expect?

They will carefully take you through their goals and the work they have prepared. They will talk about their strengths and areas of growth both in their homeroom and specialist classes.


What is the Teacher’s Role?

The teacher will be present in the classroom observing the students’ celebrations as they share. The teacher will not be directly involved in the conference.


How to support your child during the conference?

  • Give specific and positive feedback.
  • Ask specific questions.
  • Express confidence in their ability to lead this conference.



The Grade 3 Team

Shekou International School

Student Led Conferences: Tips for Parents



What should I expect?


Your child will have a plan to follow. They will carefully take you through their goals and the work they have prepared. They will talk about the areas in which they still need to improve, their strengths and areas of growth.



How to support your child during the conference?

在这个家长会中, 如何帮助你的孩子?

  • Give specific and positive feedback:
  • 给予孩子具体且积极的反馈:
    • I can see you are trying to use more powerful words in your writing.
    • 我能看到你写作的时候尝试用比较有难度的词,让你的作文变得更有力量
    • I noticed that your handwriting is improving.
    • 我发现你的书写很有进步
    • You used so many great beginnings.
    • 你用了很多很棒的开头,很吸引读者
    • I enjoyed listening to you read. I can hear you are more fluent and that you are using more expression.
    • 我很喜欢听你读书,我听得出你读书更加流利,也更有感情
  • Ask specific questions:
  • 问比较具体的问题:
    • Why did you choose this piece of work to show me?
    • 为什么你选择这篇作文给我看呢?
    • What were you learning about writing in this piece?
    • 在这篇作文中你学到了什么?
    • How will this help you as a reader?
    • 这个在阅读方面是如何帮助到你的呢?
    • What will you focus on next time?
    • 下次你需要注意些什么?把重点放在哪些地方?
  • Express confidence in your child’s ability to lead this conference:
  • 在开会的时候鼓励孩子,让他们更加自信:
    • I can see you have put a lot of effort into preparing for this time of sharing.
    • 我看得出你为了这次能跟我分享,做了很多努力,准备了很多东西
    • I was impressed with how you could identify areas of growth in your work.
    • 你跟我说你在哪些地方有所成长的时候,我印象特别深,也很为你骄傲
    • Thank you for sharing your learning with me. What I enjoyed most was…
    • 谢谢你跟我分享你在学校的学习成果,我最喜欢的部分是…

Thank you.

Learning Update


This week, we begin our final reading unit of the year, focused on book clubs. Students will be in book clubs, sharing what they’ve read and what they think about. Specifically, this week students will be analysing how the main characters respond in different situations.


Topic B introduces an exploration of geometry.  Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals They explore the attributes of quadrilaterals and classify examples into various categories, including recognizing the characteristics of polygons (3.G.1).  Students draw polygons based on their attributes, producing sketches from descriptions like, “This shape has two long sides that are parallel, two short sides, and no right angles.”

Students next use tangrams to compose and decompose shapes.  They reason about the relationships between shapes and between attributes.  For example, students understand that quadrilaterals can be decomposed into triangles, and recognize that the two smallest triangles in a tangram puzzle can be put together to form a parallelogram, a square, and a medium triangle.

Unit of Inquiry

Students are starting a new unit of inquiry this week. They will be learning more about how people collaborate to create systems to organize society. We begin this learning journey by understanding more about the rights and responsibilities of ourselves and others. The word “system” will be explored and students will be gathering information of how people create systems.

May 2018 Calendar

Any questions about the specialist subjects or activities should be sent to:

PE: (Mr. Barwicki)

Art: (Ms. Hobbs)

Music: (Ms. Sheppard)

Chinese: (Ms. King)

If you have any general school questions, please ask them to the school secretary: (Ms. Zheng) and any questions about 3C can be sent to me: (Mr. Musker).

Thank you.

Learning Update


This week, students will become full time researchers. They will learn that life is full of real problems and that people work to fix them. Students will identify problems in the real world, think of solutions to them, and then begin to research these areas, using all of the skills they have learned in this unit.


Lessons 7, 8 and 9.


Writers continue working on gathering facts, details, and relevant information to finalize their informational piece. This week, writers will identify non-fiction features to add to their work. Also, they will write an introduction, a conclusion, and add a glossary with topic specific vocabulary. Students are following the writing process, this week they will concentrate on revising and editing their work.

Social Studies

Students will begin the week by learning how to respond to different disaster scenarios. They will then learn about PMI2.5, what it means and where it comes from, and how to respond to it. Finally, they will look at how different communities from around the world plan for natural disasters, such as by building houses on stilts in areas that are known to flood. If you wish to support your children with this work, you could look at the PMI2.5 charts and maps for China together: