This week is International Week. This is a celebration of different countries, languages and everything else related to them. In Grade 3, we would like to have a few activities in class. These can happen during the week and on Friday.
If you would like to come into school to lead an activity or to share something from your home culture we would appreciate it greatly.
For example, parents may wish to come in and share a story, teach us how to enjoy some traditional games, share the art of tasting a traditional drink, or share food from their home country.
On Friday 1st December, there will be an international day parade to celebrate the end of international week. For this parade, the students are encouraged to wear clothes that represent their home country.
2:00pm-3:00pm pot luck
Happy International Week! On Friday, we will celebrate with a parade and pot luck of different international foods.
This week, readers will be continuing with their studying of mystery novels. They will learn about using text features to help make predictions, strategies to help deal with tricky parts of the text, and how to share their reading with a partner so that they can create theories and ideas together.
We will continue learning how to write persuasive essay’s this week.
This week, students will be focusing on two questions: how can I use sources to learn new information? and how do environmental changes affect organisms? We will explore with different sources looking at fossils and change over time. Students will also generate questions about historical sources and compare and contrast pictures of the history of Shenzhen.
This week will focus on multiplication of 6, 7, 8s. Students are using flash cards, skip counting and learning how to decompose numbers to support them learning the higher multiplication.
Homework: We will have a reading log due on Monday, November 27th. Please continue to make connections though conversations about what your child is reading. Recently in class we discussed using “partner talk” to keep the conversation going. An example of partner talk includes sharing what you heard and what you are thinking. Try using partner talk when discussing your child’s reading.
This 25-day module builds directly on students’ work with multiplication and division in Module 1. Module 3 extends the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100. Similar to the organization of Module 1, the introduction of new factors in Module 3 spreads across topics. This allows students to build fluency with facts involving a particular unit before moving on. The factors are sequenced to facilitate systematic instruction with increasingly sophisticated strategies and patterns.
Unit of Inquiry: Inquirers learn from historical evidence to make better choices.
In our Where We are in Place and Time unit we will focus on our central idea, Inquirers learn from historical evidence to make better choices. We will begin the unit with a provocation to tap into students’ previous knowledge and gauge students’ potential areas of interest. We will look at three different lines of inquiry: different sources explain the past and help us form theories, environmental changes influence the survival of organisms, our responsibility in protecting the environment.
This week we will introduce important vocabulary terms we will use throughout the unit. Students will use a variety of learning modalities in activities to learn these words.
Vocabulary Tune In : Below are the words we will unpack. If your child is an English language learner please help your child define these words in your home language.
inquirer, extinction, biodiversity, timeline, evidence, environmental, survival, influence, responsibility, protect, historical evidence, organism.
Reading: Mystery Unit
Mysteries are the perfect vehicle for teaching foundational skills that lie at the heart of engaged reading. Students leap at the chance to do the work required to “get” the mystery, following ideas across their texts, seeing cause-and-effect relationships, and predicting outcomes. And, of course, mysteries naturally push kids to infer—to notice clues and to wonder more about them. This week we will tune into what a mystery is and how readers read to solve the problem before the characters do.
Writing: Changing the World (Opinion Writing)
Third graders are already eager and ready to persuade others, they are perfectly primed to channel opinions into writing that can make a difference. This is a unit exactly tailored and tied to our unit of inquiry to help students transfer their exuberance and passion into working for local and then more global causes, realizing their voices have power and that well-supported opinions can and do change the world.
Take a look at some of our learning in action:
Please help your child with our quick homework assignment of finding one or more fact for each chapter of their informational writing.
Some websites to get started include:
Reading: Reading to Learn (Compare & Contrast and Talking Back to Text)
In reading this week we will focus on the text structure comparing and contrasting. Students will begin with comparing and contrasting songs to find out how they are alike and different, then we will identify key words that guide us to compare and contrast. Students will also compare and contrast nonfiction texts on force. Another skill that will be introduces is that readers grow their own ideas about reading, and talk back to the text by asking questions and looking at it from a different perspective.
Writing: Informational Writing
We will continue to develop our writing. Students will research their topics to deepen their topics. We will research mentor authors of informational writing and mimic their approaches and styles. As a class we will continue our shared writing on scientists. Students will also begin to brainstorm how they will demonstrate their understanding of our How the World Works unit’s central idea, “Scientific discoveries can often lead to new and improved technologies.”
Math: Module 2: Place Value and Problem Solving with Units of Measure Lessons 16-19
Students use estimations to test the reasonableness of sums and differences precisely calculated using standard algorithms. From their work with metric measurement students have a deeper understanding of the composition and decomposition of units. They bring this to every step of the addition and subtraction algorithms with two- and three-digit numbers as 10 units are changed for 1 unit or 1 unit is changed for 10 units.
Science: How do people apply science to their daily lives?
We will do our last exploration of force by creating a container to protect an egg from dropping. Students will use what they have learned about force to try and keep the egg from breaking. We will also begin brainstorming for how we can apply all we have learned about force and motion to our daily lives. Students will come up with a way to demonstrate their understanding. This project will be very open ended, allowing students to share their learning in the way they find best suitable to their learning style.