We had another great week. We are earning lots of compliments from Windermere's cafeteria and recess support staff. I am really going to miss this group while I am out. I will be in frequent contact with my team. I am including my team's email contacts below in case you need to reach any of them:
Teresa Plattenburg Building Sub Extraordinaire tplattenburg@uaschools.org
Mike Kerstetter 3rd Grade mkerstetter@uaschools.org
Amy Leahy 3rd Grade aleahy@uaschools.org
Cindy Brehmer Intervention Specialist cbrehmer@uaschools.org
Amy Graver Enrichment agraver@uaschools.org
Kallie Mendenhall Teacher for the Deaf and Hard of Hearing kmendenhall@uaschools.org
Word Study
I introduced and we practiced our word study protocol. Upon introducing a new spelling feature(s), students are asked to make an open sort, which is their opportunity to group words however they like, as long as it is somehow based on letter patterns and/or sounds (e.g., alphabetical order, prefixes, etc.). Many students picked up on the fact that every word this week featured the vowel a. We shared sorts and reasons. I then model key features found in our words. Students are then directed to use these features for a closed sort. I invite them to come to the Smartboard and move words to different columns and to share with the class what they "see and hear." Students then cut and sort a word list with these same features at their seats under column headings. I will often ask them to alphabetize the words, which I connect to decoding when reading. We also generate lists of new words with these features and finally look for features in our reading. Most students are already familiar with this week's features of closed syllables (a vowel is closed by a consonant(s), written as vc/vcc) and vowel-consonant-silent e words (e.g. ace). Closed syllables make the short vowel sound and the vce pattern makes a long vowel sound. Students are also taught how to mark these words to show the vowel sound. The vce pattern is very important as it is found across all of the key vowels (e.g., ace, Steve, ice, stove, flute).
Reading
We discussed the importance of being real reader this week (what it looks like and sounds like). Reluctant readers often ask to go to the restroom or get drinks repeatedly during sustained reading or spend their time looking for a book, but never finding one or sticking with it. I began Developmental Reading Assessments (DRA) which look at students' reading engagement, fluency and comprehension. Students also took the STAR Reading assessment, which will provide a useful benchmark for measuring student growth as well as providing instructional direction. Student reading conferences will include a review of the books they've read, their genres, specific goals and strategies for achieving those goals. I prefer to meet with individuals. Research conducted by Richard Allington (What Really Matters for Struggling Readers: Designing Research-Based Programs and
What Really Matters in Response to Intervention: Research-based Designs) strongly supports meeting with individuals versus groups. It improves engagement, retention and emphasizes the importance of students developing the ability to self select appropriate text levels.
Writing
Students generated a list of four broad topics to introduce themselves to their pen pals. I introduced the convention of indenting and the idea of topic sentences that introduce a topic without going into supporting details. We looked at examples of indenting in chapter and picture books and discussed the purpose of indenting, to tell the reader when a new topic was being introduced. Their first efforts were very encouraging and I'm looking forward to keeping tabs on their writing.
Math
Students know the zero more, one more, two more, and doubles doubles strategies and should begin to focus on anchor (entry point) numbers when they see a basic fact. Please help your student with mastering their math facts nightly.
We also took the STAR Math assessment. We will take this test later in the year to identify growth and focus areas for instruction.
We spent a lot of time working on numeracy and base ten concepts. Students were then given an authentic problem on bundling ballots where they had to apply their understanding of place and value to find the answer in small groups.
Science
I introduced the importance of collaboration and communication in science. We watched a brief excerpt from the Apollo 13 movie. Then students worked in teams, one representing NASA and one representing an astronaut. NASA constructed a shape out of Keva planks and then had to communicate using only words the shape to the astronaut who had to replicate it blind. I have used this lesson as a first science lesson as it provides much to reflect on regarding protocols and communication skills, setting us up for success in future collaborative efforts.
Click on the image above to view the clip of the famous, "Houston, we have a problem," scene.
Homework, Technology and Devices
All students should bring their charged devices next week. I highly recommend putting your student's name on the iPad's cover with a sticker to make it easy for them to differentiate their iPad from their peers'.
We will practice homework at school all next week to ensure students are able to log in and access their sites. This may be bumpy and we are prepared to be flexible. We also understand that their may be events (e.g., electrical storms wiping out wifi) that will be beyond your student's control. If this does happen, please have your student read for 20 minutes and practice math fact fluency for ten minutes.
Once students have had a chance to get up to speed with their devices and homework protocols, they should spend about 30 minutes on their homework each night. This may take a few weeks as some students are still coming off of summer mode. If you find your student's homework is too difficult, please contact me and/or Mrs. Plattenburg and we will adjust it. The greatest benefit to our devices ist he ability to differentiate and personalize work.
The Brenthaven carrying cases ran out last Saturday during device distribution. They are supposed to be delivered to our classrooms early next week. If you have any questions, please contact Michelle Banks at mbanks@uaschools.org.
Our team has been discussing homework a great deal since last spring when we decided to focus on it as our opportunity to improve differentiated and personalized learning. Based on research, parent feedback, individual student needs and current international and district trends, we have decided to make homework optional. We will still fully support all families that would like their students to do regular, nightly homework. I will present homework as mandatory. I do expect that most families will want regular homework. I hope that our third grade team's selection of homework resources will offer each family and student with an appropriate homework in content, frequency and quantity. Minimally, I recommend working on fact fluency and reading nightly. The benefits of learning to manage time and develop routines will pay off significantly in the future. Five strategic minutes each night will help your student to master their math facts.
Recommended homework includes:
- Xtramath for online math fact fluency
- Flash cards focusing on fact fluency strategies (see above)
- Dominoes for developing fact fluency
- Front Row Math for personalized math practice based on an initial online math assessment
- Problem of the week for developing authentic math practice (This can be further supplemented from a large collection of authentic math problems we have collected)
- RAZ Kids for reading comprehension
- Independent reading for pleasure across genres to develop an awareness of just right texts, fluency and comprehension
Students have access codes to all of the above sites and we will practice accessing them at school.
Water bottles are allowed/encouraged to minimize the need to leave the room. Please remind your student to take them home nightly.
Testing dates are in bold. I will highlight changes and new dates in red.
A-E Schedule
UA schools operate on an A-E schedule, rather than a Monday through Friday schedule. Our class' schedule is as follows.
A Days: No specials
B Days: Music and PE
C Days: Art
D Days: Library
E Days: Music and PE
August 26 & 27, Elementary Device Distribution Hastings Middle School
August 30 Mr. Hudson out for ankle surgery
August 31, New Parent Breakfast, Windermere Lounge 9am
August 31, New Parent Breakfast, Windermere Lounge 9am
August 31, Walking Wednesday
September 2 Windermere Way Community Day 2016
September 4 Golden Bear BASH
September 5 No School Students and Staff: Labor Day
September 7 Walking Wednesday
September 14 PTO Meeting 7pm in the lounge
September 14 Walking Wednesday
September 21 Walking Wednesday
September 22 Fall Picture Day
September 28 Early Dismissal 1pm
September 28 Early Dismissal 1pm
September 28 Walking Wednesday
October 3-7 Scholastic Book Fair
October 5 Walking Wednesday
October 7 Fall Family Night 5 - 8pm
October 10 - 14 Boxtop Collection Days
October 12 Walking Wednesday
October 17 No School for Students: Parent/Teacher Conference Day (PM)
October 19 Walking Wednesday
October 21 Picture Retake Day
October 26 Walking Wednesday
October 26 Visiting Author Steve Harpster
October 27 Early Dismissal 1pm
October 31 Halloween Parties and Parade: 1:30pm
October 31 Trick or Treat Night
November 2 Walking Wednesday
November 8 No School for Students: (Voting Day) In-service Day for Teachers
November 9-10 Ohio 3rd Grade English Language Arts Assessment
November 9 Walking Wednesday
November 9 Walking Wednesday
November 11 End of first Trimester
November 11 Global Ed Assembly
November 16 Walking Wednesday
November 22 Progress Reports Home Today
November 22 Scarlet and Gray Spirit Day
November 23-25 Thanksgiving Vacation
December 5-16 Gifted Identification Screener
December 20 Sing Along (1pm) & Holiday Parties (2pm)
December 20 Sing Along (1pm) & Holiday Parties (2pm)
December 21-January 2nd Winter Break
January 3 No School for Students: PD (AM) /Work Day (PM)
January 4-25 STAR Reading and Math Assessments
January 4 School Resumes after Holiday Break
January 4 School Resumes after Holiday Break
January 10 Student Group Activities (e.g., Recycling Team, Orchestra, etc.)
January 13 Town Hall Meeting 12:30pm
January 16 No School for Students & Staff: MLK Day
January 18 Interim Progress Reports Home Today
January 25 Parent/Teacher Conferences
January 30 State of Schools at UAHS 5 - 8pm
February 6 - 10 Boxtop Collection Days
February 6 - March 31 Ohio English Language Proficiency Assessment
February 20 No School for Students & Staff: President's Day
February 20 No School for Students & Staff: President's Day
March 1 Early Dismissal 1pm
March 9 3rd Grade Musical
March 10 Town Hall Meeting1:45 PM
March 10 End of second Trimester
March 13 - 17 Spring Break - No School
March 20 No School for students - Teacher Workday
March 28 Progress Reports Home Today
April 5 - 6 Ohio English Language Proficiency Assessment
April 5 Volunteer Appreciation Luncheon
April 5 Volunteer Appreciation Luncheon
April 6 Spring Picture Day
April 10 - April 28 STAR Reading and Math Assessments
April 12 - 15 Ohio Mathematics Assessment
April 14 No School for Staff & Students: Good Friday
April 12 - 15 Ohio Mathematics Assessment
April 14 No School for Staff & Students: Good Friday
April 24 - 28 Scholastic Book Fair
April 28 KID FEST 5 - 8pm
May 8 - 19 Terra Nova & Inview Gifted Screener
May 15 - 19 Diagnostic Writing Assessment
May 24 Field Day
May 15 - 19 Diagnostic Writing Assessment
May 24 Field Day
May 26 Town Hall Meeting 8:25am
May 26 Last Day for Students; End of third trimester
May 26 Early Dismissal 1pm
May 26 Early Dismissal 1pm
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