Monday, December 11 at 2:10pm: Picture Day for 3A
Thank you for all the delicious food we enjoyed during our class potluck!
To access your child’s report card, please log onto https://geckoportal.sis.org.cn
You will use the same username and password that you use to register your child for After School Activities.
In reading workshop students are reading mystery books. The teaching points for this week are as follows:
- Readers have strategies to remember key details.
- Readers understand the story elements of a mystery story.
- Readers use structure to help make predictions.
- Readers ask partners for help with tricky parts.
At the dinner table this week try asking your child some questions about their mystery. What strategy are they using to keep track of clues? What text clues help make predictions? Talking about reading helps both our thinking about reading and our language improve.
Writing: Persuasive Opinion Writing
Students have chosen persuasive topics they care about and have written drafts to persuade people to encourage people to think like them. They will add evidence and examples to make their persuasive pieces stronger. We will also look at organization for impact.
Students learn the conventional order for performing operations when parentheses are and are not present in an equation (3.OA.8). With this knowledge in place, the associative property emerges in the next lessons as a strategy to multiply using units up to 8 (3.OA.5). Units of 6 and 8 are particularly useful for presenting this Level 3 strategy. Rewriting 6 as 2 × 3 or 8 as 2 × 4 makes shifts in grouping readily apparent (see example below), and also utilizes familiar factors 2, 3, and 4 as students learn the new material. The following strategy may be used to solve a problem like 8 × 5:
8 × 5 = (4 × 2) × 5
8 × 5 = 4 × (2 × 5)
8 × 5 = 4 × 10
Unit of Inquiry: Inquirers learn from historical evidence to make better choices.
This week we will continue to dive into inquiring the following questions,
- How can I use sources to learning new information?
- How do environmental changes affect organisms?
Students will research sources to learn about a biome they are interested in. Students will be encouraged to use the following questions to guide their research.
- What animals live in the habitat?
- Do they get food together or alone?
- How do they survive?
- What happens to animals that are left alone?
- What about the environment helps them survive?
- How have environments changed?