A. LANGUAGE ARTS The application of language skills is necessary for successful achievement in all subject areas. Through listening, viewing, reading, speaking and writing the students develop and grow in their ability to communicate.
Reading: One of our goals is to foster a love for reading through good literature from a variety of sources. Daily practice at home and school will increase the students’ vocabulary and comprehension skills. Students are asked to record the number of minutes they read each day in their student planners. We expect each student to read a minimum of fifteen (15) minutes each evening. A monthly goal of 350 minutes is an expectation for all children in grade three. We will be rewarding individuals and the class as milestones (amount of time spent reading) are achieved.
Recognizing that reading is a complex process, we build on and reinforce reading strategies students have acquired to this point (i.e. recognizing when comprehension has broken down and using “fix-up strategies”, using strategies for decoding unfamiliar words.) Guided Reading in small groups is a component of our reading program which enables us to spend more time listening to each child read; working on specific strategies to increase decoding and comprehension skills. There is a great emphasis placed on teaching reading comprehension strategies.
* As parents you can help your child build comprehension skills by:
·encouraging children to have a “movie” playing in their minds as they read, ·asking children to predict or retell events in the story. ·asking questions that require them to make inferences going beyond the actual facts given. ·making connections - text to self, text to text, and text to world
This year we will teach the students effective ‘thinking’ techniques from Adrienne Gear’s Reading Power. ‘Thinking’ techniques provide students with the tools to become more thoughtful and meaningful readers as well as how to become “meta-cognitive” or aware of their thinking while they read. Developing a “common language of thinking” across grades is a key aspect to this approach.
Connecting
The Power to Connect: Connecting to a text involves readers being able make connections between a book and their own lives. These connections may arise from their own experiences, their feelings, past memories, events they have attended, or to people that exist in their own lives. Another context to relate to would be real-life situations that involve their family, friends, their work, or school environment.
Questioning
The Power to Question: Questioning involves the reader being curious, and being able to ask questions that they may have about the text. Readers may also find their own answers, which then leads to a greater understanding of the reading. There are two levels of questions: quick-thinking, and deep-thinking questions. Being able to form these questions, and understanding that not all questions may have answers, is an integral part of grasping the story.
Visualize
The Power to Visualize: Visualizing involves the reader using words to imagine or create visual images in their mind. This process leads to transitioning the reader into reading books without images. This involves combining background knowledge, and activating the senses to being the text to life. This is most likely to occur when the text is rich with descriptive language.
Infer
The Power to Infer: Inferring involves the reader looking for clues within the text, images, and their own knowledge to discover and interpret the text. This involves more thinking for the reader, but many “ah-ah!” moments.
Transform
The Power to Transform: Transforming involves the reader being able to recognize that books have the power to change our perspectives on ourselves and the world. These books usually present thought-provoking issues, some of which we may come to realize matter to us. As readers, we are able to store away knowledge, feelings, and questions that may arise as we read, and these are the foundational pieces that may one day make a difference in the way we live our lives. This transformation process takes place over time, and challenges us to change.
Writing: A variety of resources are used to support writing instruction. The students will participate in lessons from Writing Power by Adrienne Gear. This effective writing program incorporates both the ‘Thinking’ process and the 6 Traits of Writing. A focus of this program is for the students to develop an awareness of how their thinking can impact their ability to write more effectively. The students will learn a wide range of effective writing techniques using "anchor books" for each lesson.The “anchor books” allow the students to use ‘thinking’ strategies used for reading. In addition, lessons from Barbara Mariconda’s work are incorporated to support the teaching of the elements of story writing. The students will learn how to write narrative stories using a narrative diamond template. Throughout the year we will focus on entertaining beginnings, story endings and elaborate details of character and setting.
6+1 Traits of Writing
Ideas convey a clear message: the content of the piece; the main theme or idea together with the details that develop that theme.
Organization refers to the structure of the piece; the lead that grabs the reader, logical ordering and an ending that is satisfactory.
Voice expresses the heart and soul of the author; it’s what captures the reader.
Word choice refers to the use of rich, precise language (million dollar words).
Sentence fluency is the rhythm and flow of the writing. The beginnings and lengths of sentences vary.
Conventions comprise the grammar and mechanics (the spelling, paragraphing, capitalization and punctuation).
Spelling: We are using Words Their Way, which is a word-study framework. In this program, students study words and phonics patterns that are at their developmental spelling level, as determined by the Elementary Spelling Inventory. Word study is the combination of phonics, spelling and vocabulary. About every two weeks, your child will get about 15 new words. They will spend two weeks studying the patterns in the words. The purpose is for children to develop knowledge of English spelling patterns and “oddball” words through exploration, as well as to widen their vocabulary.
B. MATH
The Math Program strives to develop learners who are comfortable with the processes of mathematical inquiry. Students are encouraged to explore, reason, solve problems, and communicate about mathematics. They come to learn that there are many ways to solve a problem and develop effective personal strategies. The mathematics content is organized into four strands: Number, Patterns and Relations, Shape and Space, Statistics and Probability. C. RELIGION
Our Religion Program is called Growing in Faith, Growing in Christ, a Religious Education program sponsored by the Catholic Bishops of Ontario, Alberta, Saskatchewan and the Northwest Territories. It is organized into six strands that uphold the faith of the Catholic Church: Believing, Celebrating, Living a Moral Life, Living in Communion, Living in Solidarity and Praying. These strands are integrated throughout the units of study in the Growing in Faith, Growing in Christ program.
D.SOCIAL STUDIES
The Social Studies Program, requires students to examine factors that affect the quality of life in the communities of India, Tunisia, Ukraine and Peru. They are introduced to the concept of global citizenship . . . how individuals and organizations help people in other countries and how even one person can make a difference in the world.
E. SCIENCE
In our Science Program, students develop their skills of inquiry and problem solving. There are five topics identified for grade three: i) Rocks and Minerals ii) Building with a Variety of Materials iii) Testing Materials and Designs iv) Hearing and Sound v) Animal Life Cycles
F. TECHNOLOGY Students will build on the technology skills taught in previous grades. They will be using Google Classroom to complete a variety of projects and activities throughout the year. Students will use Chromebooks, iMac laptops and iPads to develop technology skills. G. HEALTH The aim of the Health and Life Skills Program is to enable students to make well informed healthy choices and to develop behaviors that contribute to the well being of self and others.
H. PHYS. ED. The purpose of the Physical Education Program is to foster active, healthy lifestyles that enable students to recognize the importance of accepting responsibility for their physical, social and emotional well-being. Fitness activities such as cooperative games, dance and outdoor activities, are components of the program that enable us to achieve this goal.
I. ART The Art Curriculum has four major components: ·reflection - responding to visual forms in nature and designed objects ·depiction - developing imagery based on observations of the visual world ·composition - organizing images and their qualities in the creation of works of art ·expression - using art materials to make a meaningful statement
J. MUSIC
In the Music Program, students are expected to develop an enjoyment of music, and an understanding of a variety of music styles. The students participate in listening, moving, singing, and instrument activities as well as developing skills in reading, writing and creating music. K. EVALUATION Interviews are scheduled in October and February. Report cards will be sent home in November, March and June. Tests will be sent home from time to time for you to review with your child, sign and return to school. L. CLASSROOM MANAGEMENT Discipline: Clear and consistent expectations and consequences alleviate most potential problems. Positive reinforcement brings out the best in students!
M.HOMEWORK On occasion, if your child has not completed an assignment during class time, he/she may be required to finish it at home. In a case like this, your child will know what to do and be able to complete the assignment independently.
N. EXPECTATIONS: We have high expectations for our students and ourselves. We expect each child to work hard and accept the following responsibilities: Be punctual. Be prepared for class. Complete all assignments neatly and accurately. Ask for help when needed. Be an “active” learner - listening and participating. Follow classroom rules. Make good use of time. Keep a tidy work space. Always strive to do their best. Be respectful of other members of our JJN family. O. COMMUNICATIONS Our daily agendas are a valuable tool for effective communication. We will use the agenda to keep you updated on classroom and school wide activities. A quick signature will assure us that you have seen our notes and we will watch for any notes from you.
* Please record your child’s reading minutes in the agenda daily and assist your child in totalling the number of minutes at the end of each month. FIELD TRIPS During this unprecedented period with the Covid-19 pandemic, we have put all field trips on hold. As the year progresses, we will evaluate field trip opportunities, virtual, in school or in the community, to enhance our learning in Grade 3. Please stay tuned.
Volunteers As stated by our district, we will not be accepting any classroom volunteers until further notice. Thank you very much for offering your time to help out in our class, we will let you know when we are able to welcome you back into the school.
Birthdays Yay for birthdays! Your child’s name will be announced over the intercom and they will receive a pencil from the office. If you would like to send in a birthday treat to share with the class please send in individual wrapped treats in the original box.