We had a very exciting week in the classroom. Our Valentine's Party was a hit, we welcomed Emile to the classroom, and the students have been introduced to the 3rd Grade Important Person Project. Most students have chosen an important person to read and write about. Here is a recap of our week!
WELCOME EMILE!
Through our initial introductions, we learned that Emile loves soccer, so naturally, we decided to continue the community-building moment outside, as the students organized a game of soccer.
Later in the day we spent more time engaging in play in the classroom.
It was an exciting day for us all.
LITERACY
This week we read Hottest, Coldest, Highest, Deepest by Steve Jenkins.
This week's reading was an informational text that described many of the earth’s world record holders. It’s geography-based content was nicely timed with our new unit studies. The students found this story very interesting and informative!
Our Tuesday Reading Response had the students comparing and contrasting two places described in the text. They used a venn diagram graphic organizer to plan out their response, organizing the similarities and differences before they began writing.
This week we moved from a one paragraph response to a two paragraph response. The students are getting very comfortable with the process of writing in the context of reading, where they rely on evidence from the text in order to answer a wide range of questions relating to what they have read. The students are doing a fantastic job crafting well-written paragraphs, so it's only logical that they begin organizing their ideas in more than one paragraph.
This week's compare and contrast focus lent itself well to this two paragraph response.
Students who are really comfortable will even begin to include an introduction and conclusion paragraph to their weekly reading response. I am very proud of everyone's hard work!
Then, students used their drawing of a compass to locate fixed landmarks on the playground in each of the 8 directions on a compass.
This week we will use sharpie to outline our drawing before adding watercolor paint.
WRITING
We continued working on our second informational articles. My goal is to finish these up this week. Students who need additional time will be expected to bring their article home to work on.
This week, we will begin reading our biography books in class during Reader's Workshop. Please be sure your child brings their book to class starting Tuesday, or at the latest, Wednesday, February 22.
THANK YOU!
MATH
This week in math we began applying everything we've been learning as we explored multiplication word problems.
Students not only need to know how to use the various representations of multiplication when solving problems, but they also need to be able to interpret these models when given. To support this goal, they were asked to solve a variety of word problems this week, using 6 strategies.
After practicing this together as a class, the students each wrote their own multiplication word problem.
We then practiced solving each other's word problems as we scooted around the room, working independently, or with a partner.
Our Valentine's Day Morning Work involved a color by number multiplication fact page. We used these to decorate for the party.
VALENTINE'S DAY PARTY
Thank you to all of the parents who helped make our party successful! The students really enjoyed themselves.
GEOGRAPHY
We began a new unit this week centered around geography and mapping.
We started out by sharing what we already know and understand about geography.
As well as what we wonder about?
Next, we took a look at our place on the Earth as the students filled out a
"Me on the Map" activity.
This led to a discussion about hemispheres and counties which were two regions on their flip chart that many were unfamiliar with.
HEMISPHERES--We took a look at a globe and a world map in order to learn about the northern and southern hemispheres, as well as the eastern and western hemispheres. I used red and yellow string to indicate the location of the equator and prime meridian, showing the students the physical division of the Earth into it's hemispheres.
To discuss what a county was, I displayed an
Oregon County Map to show students what towns, in addition to Portland, are a part of Multnomah County. We then talked about some of the responsibilities a "county" has to it's community. Some examples we brainstormed and wondered about were roads, libraries, health services, police and fire fighters.
Next up, students were tested on their knowledge of continents and oceans. In order to support this learning, each student made a flip chart to help them practice naming the continents.
On Friday, we immersed ourselves in our Geography Studies all afternoon, as we explored the compass rose, in many forms.
First, we discussed the difference between the cardinal directions and the intermediate directions on a compass.
Next, we went outside to practice drawing a compass rose on the ground with chalk, using an actual compass to orient us North.
We were lucky to enjoy some sunshine in the process!
Finally, we went back inside and began an art project based on the compass rose.
Our subject matter was the compass rose and our medium was pencil, watercolor, and sharpie.
We began by completing a guided drawing of a compass with precise measurements which required the use of a ruler. Students did a great job with their drawings of the compass!
After completing the basic compass shape, they were allowed to embellish their compass with their own creative details.
This week we will use sharpie to outline our drawing before adding watercolor paint.
This week we will also begin a series of map scavenger hunts using the maps the students brought in from home. We will explore all of the basic maps parts and map reading skills in order to prepare us for the creation of our own Island Map in March.
If your child has not already brought a map to school there is still time! Please have them write their name on the map so it can make it's way home safely.
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