Tomorrow we will begin the Smarter Balanced Reading Test. Please be sure your child comes to school well-rested and well-nourished. Feel free to send extra snacks along this week, as we will be taking many breaks throughout the day. The students are going to do great!
Please note, there will be no literacy this week due to state testing, so no spelling list will come home this week. I will still send home a reading log with Khan Academy practice for this week and next. After that, the students will be home free, and can focus on building their bridge models.
Family Bridge Building Project
DUE: Wednesday, June 1
As part of our 3rd Grade Social Studies Unit centered on Portland, the students will be expected to complete a model bridge project at home. This project should be a collaborative project involving both students and parents. Choose any Portland Bridge and replicate it using any material you’d like, except LEGOS. Please limit the size of your bridge to the following dimensions; 2’ x 1’ x 2’ (length x width x height). Any variation in size less than the above dimensions is welcome. The students are expected to bring their bridge to school on June 1. Please do not have your child bring their bridge in prior to June 1, as we will not have a place to display them.
As part of our 3rd Grade Social Studies Unit centered on Portland, the students will be expected to complete a model bridge project at home. This project should be a collaborative project involving both students and parents. Choose any Portland Bridge and replicate it using any material you’d like, except LEGOS. Please limit the size of your bridge to the following dimensions; 2’ x 1’ x 2’ (length x width x height). Any variation in size less than the above dimensions is welcome. The students are expected to bring their bridge to school on June 1. Please do not have your child bring their bridge in prior to June 1, as we will not have a place to display them.
Thanks for your support!
This past week we spent our literacy and social studies time studying Portland History.
On Monday, the students performed their version of the famous coin toss that won Portland it's name.
The setting of our play was at the clearing, with a forest of trees in the background.
Three different groups took turns performing the play.
They did a great job! By the end, we all had a solid understanding of how Portland got it's name.
We spent time on Tuesday and Wednesday reading short biographies from our textbook describing many important early Portlanders.
On Thursday the students paired up and read about the Great Fire of 1873, and wrote a newspaper article reporting the news. They did a great job!
On Friday the students took their Portland History Walking Tour of downtown Portland. Thank you Mrs. Peterson, Ian Pierce, Mark Friel, and Sarah Witter, for taking good care of the class. If anyone has photos of the field trip please email them to me.
On Monday, the students performed their version of the famous coin toss that won Portland it's name.
The setting of our play was at the clearing, with a forest of trees in the background.
Three different groups took turns performing the play.
We spent time on Tuesday and Wednesday reading short biographies from our textbook describing many important early Portlanders.
On Thursday the students paired up and read about the Great Fire of 1873, and wrote a newspaper article reporting the news. They did a great job!
To represent the Great Fire of 1873, we added burning buildings to our Portland Mural.
On Friday the students took their Portland History Walking Tour of downtown Portland. Thank you Mrs. Peterson, Ian Pierce, Mark Friel, and Sarah Witter, for taking good care of the class. If anyone has photos of the field trip please email them to me.
Thank you!
MATH
On Monday the students took turns presenting their Earth Day Graphs to their classmates.
On Tuesday and Wednesday we spent some time playing some workplace games aimed at giving students practice with 3 and 4-digit rounding and estimation.
On Thursday we practiced sketching 4-digit numbers using the base 10 place value notation. We reviewed the notation for the ones, tens, and hundreds as we again looked at units, strips, and mats. We added the strip-mat notation to represent the thousands.
With this knowledge students then had to create one large sketch of a 4 digit-number using the above notation, and then rotate around the room interpreting each other's sketches.
Our Unit 5 focus of working with large numbers won't take much longer, and then Unit 7 has us multiplying double-digit numbers by single-digit numbers.
On Tuesday and Wednesday we spent some time playing some workplace games aimed at giving students practice with 3 and 4-digit rounding and estimation.
On Thursday we practiced sketching 4-digit numbers using the base 10 place value notation. We reviewed the notation for the ones, tens, and hundreds as we again looked at units, strips, and mats. We added the strip-mat notation to represent the thousands.
Our Unit 5 focus of working with large numbers won't take much longer, and then Unit 7 has us multiplying double-digit numbers by single-digit numbers.
IMPORTANT DATES
May 2, 3, 4 - Smarter Balance Language Arts Test
May 13 - Portland Bridge Tour
May 2, 3, 4 - Smarter Balance Language Arts Test
May 13 - Portland Bridge Tour
May 18 ,19, 20 - Smarter Balance Math Test
May 18 - Late Opening (10:00 AM)
May 23 -27 - Spirit Week
May 30 - Memorial Day (NO SCHOOL)
May 18 - Late Opening (10:00 AM)
May 23 -27 - Spirit Week
May 30 - Memorial Day (NO SCHOOL)
No comments:
Post a Comment