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rd 3 Grade

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ISSUE 2 2013 路 NOVEMBER/DECEMBER


Issue 1 2013 路 November Editor Jessie Barry

3rd Grade

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Contributors Amanda Johnson Any Stamper Sally Baker Jessie Barry Allison Davis Kelly Mitchell Class Website: http://www.mtnbrook.k12.al.us/cms/Mrs.+Jessie+Barry/12101.html Electronic Mail: barryj@mtnbrook.k12.al.us Picasa Class Album: Class Photo Album All artwork is used under the Fair Use Act and is given credit when due.

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Featured : Technology In The Classroom............7-8 Boosterthon...........9 Student Recognition……..10 12

Why 3rd Grade is so Important......11 2nd Nine Weeks Standards…..17-19 Favorites A Note From Our Reading Coach…5

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App-tastic....... 14 Calendars November............15 December.............16

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Letter Teacher’s

Issue 2 2013 · November Editor- Jessie Barry Welcome! We are off to a fantastic 2nd nine weeks of 3rd grade! Holiday celebrations are right around the corner, and I am sure we won’t slow down until winter break. I would like to wish your family a safe, fun and memorable holiday season! I have asked Sandy Ritchey, our new reading coach, to be a featured contributor. She highlights the importance of lap reading at home. Sincerely, Jessie Barry

Love THIS

*I’d like to thank Miss Ferguson for the idea of creating this wonderful magazine! I hope you enjoy it!

Add a little festivity to your table this Thanksgiving by making thankful turkeys out of pinecones. See the instructions here at The Domestic Darlin. 4

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Sandy Ritchey is the reading coach at Crestline Elementary. She works with teachers to support their classroom instruction. She has been in education for 12 years.

“CHILDREN ARE MADE READERS ON THE LAPS OF THEIR PARENTS.” -EMILIE BUCHWALD

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By Sandy Ritchey


Reading aloud should be fun and interactive. Ask your child questions during the book, like “what do you think will happen next” and make personal connections, “remember when,” that create a context for reading. This sets your child up for success—even adults need to understand the context of reading materials in magazines and newspaper articles. Laying groundwork for future independent reading is done when you first read aloud to your children: pause to confirm and revise predictions, ask questions and make connections. This teaches your child that understanding text is a process that occurs before, during and after reading. Before Reading Choose books you or your child can get excited about reading. There are so many books out there, don’t spend time reading ones you won’t enjoy! If you haven’t read the book already, scan it to get a sense of it before you start reading aloud. Plan an introduction—find links to personal experiences. Introduce the title, author, and illustrator. During Reading Read with fluency and expression. Children need to hear changes in your voice to indicate when you are reading dialogue. Vary your pace, too. Slow down to build up suspense and speed up during exciting scenes. Hold the books so your child can see the illustrations. Try to establish frequent eye contact with your child. Invite your child to question and comment but keep it focused on the story. Explain words and ideas you think your child might not understand. After Reading Sometimes a book will pique curiosity and lead to questions and conversation afterwards, sometimes not. It’s ok either way! Allow time for discussion. Encourage various levels of response with questions. Retell the story or reread it to enhance comprehension. Reading aloud is a great time to enjoy books together. The increased vocabulary, correct grammar and comprehension will come naturally. Soon enough, it will be your child’s turn to say “all by myself” and read these books to you. Then, it will be the chapter books and “just one more chapter before I go to bed, please?” Way to go mom and dad, you’re building a strong foundation of readers who WANT to read when YOU read aloud today. Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6, 49-55 Trelease, Jim. The Read Aloud Handbook. New York: Penguin, 2006.

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Technology in The Classroom The integration of technology in education is no longer a "new" idea. Technology has become such an integral part of society, it is necessary to integrate its use in education in a variety of ways. The use of computer technology has moved beyond computer assisted instruction in the form of tutorials or drill and practice. Today's technology can provide teachers and students with opportunities for teaching and learning that were impossible in the past. Computers can be used as devices for communicating with people literally a world apart. They can also be used as tools to create instructional materials or as presentation devices to provide information in ways never before possible. The simple fact that students exposed to technology will be more comfortable with it later in life is only one of the many reasons to use it in hopes of preparing the for the future. The Aspen Institute of Communication and Society also believes that students learn to control their own behavior when they carry out instruction, make decisions, solve problems, think critically, set goals, work towards goals, and then assess their programs when they have completed the goal- all skills needed later in life. Computers in the classroom develop

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important skills. In business, the ubiquity of computers makes understanding how to use them essential; thus, the use of computers can help enhance information processing skills. The ability to locate information, distinguish the important from the unimportant, think critically, work effectively in groups, and present information in many types of media are all aided by the use of technology in the classroom. It is important to me that my students don’t simply learn how to use these technology tools for the sake of knowing them, but are able to consistently apply their technology skills to all instructional materials. It is only then that technology tools become interactive resources and learning aids that enable the students to demonstrate their knowledge and comprehension outside of our classroom. 



Prezi is a presentation tool that helps transform lack-luster, static presentations into engaging presentations that tell a story. Instead of moving slide to slide, like a PowerPoint or Keynote presentation, Prezi presentations capture content in a spatial context. Because of this, your audience may be more engaged with your presentation. If you’ve been using PowerPoint, you can import an existing PowerPoint presentation and transform it into a Prezi. Let’s take a look at some example presentations using Prezi that demonstrate how this tool can be used to take your presentations to the next level. Here is an example of how a student in our class applied classroom content to a technology tool. Through this Prezi, the student applied her knowledge of our classroom vocabulary words for the week, while at the same time creating a study aid for the rest of the class to benefit from that week. By sharing it, students are able to see that their work holds value as they share it with their classroom peers.

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To learn more about Prezi click HERE.

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A Letter From Our Principal‌

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In each issue of the magazine, I would like to feature articles written by the students. If there is ever something exciting going on in your life at home or something educational your child would like to share with the class, please encourage them to write an article for our classroom magazine.

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Children who have made the leap to fluent reading will learn exponentially, while those who haven't will slump By: Annie Murphy Paul Take a guess: What is the single most important year of an individual’s academic career? The answer isn’t junior year of high school, or senior year of college. It’s third grade. What makes success in third grade so significant? It’s the year that students move from learning to read — decoding words using their knowledge of the alphabet — to reading to learn. The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Children who haven’t made the leap to fast, fluent reading begin at this moment to fall behind, and for most of them the gap will continue to grow. So third grade constitutes a critical transition — a “pivot point,” in the words of Donald J. Hernandez, a professor of sociology at CUNY–Hunter College. A study Hernandez conducted, released last year by Annie E. Casey Foundation, found that third graders who lack proficiency in reading are four times more likely to become high school dropouts. Too often the story unfolds this way: struggles in third grade lead to the “fourth-grade slump,” as the readingto-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, poor readers may begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract and technical terms)— competencies that are themselves acquired through reading.

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Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that struggling readers begin to fall behind in these subjects as well.

In operation here is what researchers call the “Matthew effect,” after the Bile verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically rich get richer and the poor get poorer, as small differences in learn ability grow into large ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.

Recognizing the importance of this juncture, some states have been taking a hard line: third-graders who aren’t reading at grade level don’t get promoted to fourth grade. “Mandatory retention” bills have already passed in Arizona, Florida, Indiana and Oklahoma, and are being considered in Colorado, Iowa, New Mexico and Tennessee. But many education researchers say holding kids back isn’t the answer. The ideal alternative: teachers and parents would collaborate on the creation of an individualized learning plan for each third-grader who needs help with reading — a plan that might involve specialized instruction, tutoring or

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summer school. Most important is taking action, researchers say, and not assuming that reading problems will work themselves out. It might seem scary that a single school year can foretell so much of a student’s future. But maybe we should feel grateful instead — that research has given us a golden opportunity to both build on what has already been accomplished or turn kids’ academic lives around.


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Contributors

Sally Baker 3rd Grade Teacher

Laura Ferguson 3rd Grade Teacher

Amy Stamper 3rd Grade Teacher 13

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Jessie Barry 3rd Grade Teacher

Kelly Mitchell 3rd Grade Teacher

Sandy Ritchey Reading Coach

Allison Davis 3rd Grade Teacher

Amanda Johnson 3rd Grade Teacher

Insight Wanted Want to share your opinion or ask a question? You may be featured in one of our publications!


Third Grade Skills- Math $1.99 This app includes 120 math problems. This is a wonderful resource for learning 3rd grade math. A 2 time award winning 3rd grade teacher designed this app. All seven concepts in this app are taught into 3rd grade. It covers place value, rounding, patterns, money, addition, subtraction, multiplication, and division.

AppTASTIC

Prezi Free Create and present beautiful presentations with Prezi for iPad. Get started by choosing one of their stunning templates then add your text and images!

Math Word Problems- Grade 3 $2.99 Practice grade specific math skills with “manipulative� that can be used as visual clues to solve problems. Select from multiple operations such as addition, subtraction, multiplication, probability, logic, and more.

Third Grade Skills- Language Arts $1.99 There are over 150 questions on this app. This app is designed to help third grade students master language arts. This app includes graphics for each section, which will help all visual learners. Sections this app includes are: types of sentences, capitalization, punctuation, subject and predicate, nouns, verbs, adjectives, adverbs, antonyms, synonyms, and homonyms.

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Scholastic Orders Due

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Wear your favorite team colors!

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Holiday Program at 8:30 (K parents) send change of clothes each day

Holiday Program at 8:30 (Grade 1 parents)

Holiday Program at 8:30 and 9:45 (Grade 2 and 3 parents)

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Holiday Party

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·····················································Winter Holidays·····················································

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Objectives Use addition, subtraction, multiplication and division to solve word problems

A sampling of the many skills and behaviors

Use mental math to decide if the answers are reasonable

Find and explain patterns in addition and multiplication tables

Round numbers to the nearest 10 or 100

Add and subtract numbers within 1000

Tell and write time to the nearest minute

Understand that the area of plane shapes can be measured in square units

Measures areas by counting unit squares

Measure area by using what I know about multiplication and addition

Solve real world math problems using what I know about perimeter of shapes

Stay focused and organized in my writing

Plan, edit and revise my writing with the help of peers and adults

Place shapes into categories depending upon their attributes

Use technology to create pieces of writing and to interact and share ideas with others

Write to inform and explain ideas

Organize short research projects

Watercolor Dots by PaperSource.com

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Third grade children are practicing for mastery this nine weeks of school.

Research and use what I have experienced to gather information

Write on a regular basis with stamina for different tasks, purposes, and audiences

Read words with more than one syllable

Read third grade words that are not spelled in a regular way

Read fluently, accurately and with expression

Explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences

Make sure that all of my subjects, verbs and pronouns are in agreement in the sentences I say and write

Use conjunctions in the correct way in my speech and writing

Say and write simple, compound and complex sentences

Correctly say, write and use all types of plurals nouns

Use apostrophes appropriately to show possession

Effectively participate in discussions

Explain how the author uses illustrations to help the meaning in a story

Come to discussions prepared to share my ideas

Read and understand words with common prefixes and suffixes

Follow appropriate rules for discussions, such as taking my turn

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Objectives

Continued‌

Ask questions to help me understand discussions and stay on topic

Explain my own thinking and ideas after discussion

Figure out the main idea and details of what I see and hear

Report on a topic or tell a story with correct and appropriate facts

Speak clearly and at a good pace

Speak in complete sentences to make what I am sharing more clear to others

Ask and answer questions about information I hear from another speaker

Watercolor Dots by PaperSource.com

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Questions, comments, and ideas for the next issue are always welcome!

Nov dec magazinebarry  
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