Important Dates:
Reading/Writing – We will have our play dress rehearsal and the play presentation with other 3rd grade classes.
Social Studies – We will finish up our Landform unit.
IMPORTANT INFORMATION:
Reading –
We will be reviewing for the 2nd nine weeks common assessment.
Writing –
We will be reviewing for the 2nd nine weeks common assessment.
Social Studies –
The students will color their landforms that they sculpted the week before. We will wrap up our unit on landforms.
IMPORTANT INFORMATION:
Reading – 3.9C
We will introduce the elements of drama: characters, dialogue, setting, acts (Reader’s Theater)
Writing – 3.11C
We will publish our writing after we go through the rough draft and editing/revising process.
We will continue to work on revising and editing.
Social Studies – 3.11C, 3.12B
We will create a landform that we researched from last week.
IMPORTANT INFORMATION:
Reading – 3.9Di, 3.9Diii
We will look at different text structures of informational texts. (cause and effect) Once we learn them all, we will work on telling them apart in groups.
Writing – 3.11C
We will publish our writing after we go through the rough draft and editing/revising process.
Social Studies – 3.11C, 3.12B
We will research one landform so that we can make a salt dough landform next week.
IMPORTANT INFORMATION:
Reading –
3.9Di central idea with supporting evidence
3.9Diii non-fiction organization patterns such as cause/effect and problem/solution, description, compare/contrast, sequence
Writing –
3.11C revise drafts to improve sentence structure and word choice
Social Studies –
3.5ABCD – maps and cardinal directions
IMPORTANT INFORMATION:
PARENT NOTE: I am noticing that a lot of the students are rushing through their STAAR Master stories. They should not finish in under 10 minutes. We have a class talk before each one about making sure you do not rush, reread the story if you are confused, and to reread if you get stuck on a question instead of guessing ,as well as, going back over the story and questions when you finish. As we go over the questions, as a class, a lot of them are saying things along the lines of “I don’t know why I picked this answer when I should have chose that one” or “duh”. It is great that these lightbulbs are going off when we are making corrections, but they cannot make corrections on the real STAAR. If you could please help me enforce that it is VERY important to not rush through the STAAR Masters, or anything. They show SO MUCH growth when they take their time and do not rush, but you cannot see that when they rush! Thank you all so much for your support in helping your kiddo(s) be the very best they can be!
Reading –
3.9Di central idea with supporting evidence
3.9Diii non-fiction organization patterns such as cause/effect and problem/solution, description, compare/contrast, sequence
Writing –
3.11C revise drafts to improve sentence structure and word choice
Social Studies –
3.14C we will discuss veterans day and the significance of it
IMPORTANT INFORMATION:
Reading –
We will dive deeper into nonfiction texts and text features. We will compare and contrast nonfiction and fiction texts by completing a variety of activities through out the week. We begin looking for the central idea in texts by using the supporting evidence.
3.3D identify, use and explain the meaning of antonyms, synonyms, idioms, homophones and homographs in text.
3.9Dii Text features: tables, graphs, timelines, bullets, numbers, bold/italicized font
3.9Di central idea with supporting evidence
Writing –
We will write an informational text about ourselves, practice answering questions with our strategies, and learn the difference between homophone spellings.
3.2Bii Spelling homophone
3.12B compose informational texts, including brief compositions and convey information about a topic
Social Studies –
3.3ABC and 3.14ABC
We will continue to introduce the different types of landforms and their characteristics.
IMPORTANT INFORMATION:
Reading –
We will review nonfiction texts. We will compare and contrast nonfiction and fiction texts by completing a variety of activities through out the week.
We will introduce text features found in nonfiction texts.
3.3D identify, use and explain the meaning of antonyms, synonyms, idioms, homophones and homographs in text.
3.9Dii Text features: tables, graphs, timelines, bullets, numbers, bold/italicized font
Writing –
We will write an informational text about ourselves, practice answering questions with our strategies, and learn the difference between homophone spellings.
3.2Bii Spelling homophone
3.12B compose informational texts, including brief compositions and convey information about a topic
3.11C revise drafts to improve sentence structure and word choice
Social Studies –
3.3ABC and 3.14ABC
We will introduce the different types of landforms and their characteristics.
IMPORTANT INFORMATION:
PARENT NOTE: We have entered the 1st nine weeks test scores into Skyward as a no count, so it does not count toward your kiddos grade, this time. If you have any questions please let me know!
Reading –
We will introduce nonfiction texts. We will compare and contrast nonfiction and fiction texts by completing a variety of activities through out the week.
3.3D identify, use and explain the meaning of antonyms, synonyms, idioms, homophones and homographs in text.
Writing –
We will write an informational text about ourselves, practice answering questions with our strategies, and learn the difference between homophone spellings.
3.2Bii Spelling homophone
3.12B compose informational texts, including brief compositions and convey information about a topic
Social Studies – 3.3ABC and 3.14ABC
We will introduce the physical environment before we jump into learning about the different types of landforms.
IMPORTANT INFORMATION:
Vocabulary Words: artificial, border, challah, huppa, kulich, ancestors, bouquet, bullring
HFW: there, wash, after, brown, every, about, open, again, bring, these, water, their, things, help, other, buy, they, seven
Prefixes: im- and in- meaning “in, into”, dis-, non-, in-, ir-, il-, and im- meaning “not, non, opposite of”, pre- meaning “before”
Suffixes: -ness having the nature of, -y characterized by, -ful full of, -er person connected with, -en to become
Affixes: im- (into), mon-, dis-, in-(not), non-(not), pre-, -ness, -y, and -ful
PARENT NOTE: On Friday (October 6th) your kiddo(s) completed their FIRST STAAR Master! This is a STAAR-like passage with STAAR-like questions. With that being said, it is challenging for your children. Especially with it being the first one. After I graded them, I gave them back to your kiddo(s) to make corrections. Many where able to see where they went wrong, and I saw many light bulbs go off! A lot of the errors where due to them rushing. I explained to them that it is only up from here with a few rough bumps that are guaranteed that we will see. They worked SO hard on their corrections, and I am SO proud of them ALL!!
Reading –
We will be reviewing what we have learned so far for our ELAR common assessment on Wednesday.
3.3C identify the meaning of and use words with affixes, such as im- (into), mon-, dis-, in-(not), non-(not), pre-, -ness, -y, and -ful
3.8A infer the theme of a work, distinguishing these from topic
3.8C analyze plot elements, including the sequence of events, the conflicts and resolution
Writing –
We will be reviewing what we have learned so far for our ELAR common assessment on Wednesday.
3.2Av decoding words with knowledge of prefixes
3.2Avi decoding words using knowledge of suffixes, including how they change base words- dropping e, changing y to i, double final consonant
3.2Avii spelling words using knowledge of suffixes, including how they change base words such as dropping e, y to i, doubling final consonant
3.2Bvi spelling words using knowledge of prefixes
3.11D complete simple, compound sentences w/ sub, verb agreement
Social Studies –
3.10B, 3.14B, 3.15E We are tying our social studies and ELAR into each other. Our read aloud talks about heirlooms, so we will create a class heirloom. We will talk about the importance of heirlooms that are passed down from generation to generation.
