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Transition to Grade 3. Third Graders as Learners Making the transition from concrete to abstract thinking *Distinguish between fact and opinion *Think.

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Presentation on theme: "Transition to Grade 3. Third Graders as Learners Making the transition from concrete to abstract thinking *Distinguish between fact and opinion *Think."— Presentation transcript:

1 Transition to Grade 3

2 Third Graders as Learners Making the transition from concrete to abstract thinking *Distinguish between fact and opinion *Think beyond the text Learning how to think about their thinking *Verbalize and/or write what theyre thinking and support it with reasons and/or evidence from the text Learning how to think critically *Make decisions *Analyze and develop criteria Learning how to learn *Identify and use appropriate strategies and skills for the situation/problem at hand

3 Third graders are learning how to gain mastery over the tools of their trade *Organizational skills *Study skills/ Test taking skills *Handwriting skills *Computer skills-typing/ Word processing *Vocabulary specific to different disciplines

4 Our most important goal in third grade is to move your children toward academic independence in a way that ensures their continued love of learning.

5 As Your Childs Teacher… We believe all children want to do what is right We have high expectations for all children We encourage children to challenge themselves by providing an environment where they feel it is okay and safe to make mistakes We encourage students to put forth their best effort We value the process as well as the product We want students to be excited about coming to school each day Ground Rules-ROPES Respect for Oneself Respect for Property Respect for Each Other Respect for School Lifelong Goals Work well independently Work cooperatively with others Be goal oriented Stay on task Taking Responsibility for your Actions

6 *It is our goal to meet the needs of the whole child by getting to know them as readers and writers, scientists, mathematicians and social scientists.

7 Reading Workshop Goals To instill a life-long love of reading To teach students the necessary strategies and skills to enable them to become active, independent thinkers To make sure each child is reading at his/her appropriate reading level and can self-select books at that level. To gain the skills to move on to the next level. To expose students to a variety of genres To encourage individual reflection in regard to the ideas of others To encourage discussion and comparison between written materials

8 Balanced Literacy Approach Reading Workshop Mini-lesson IR/Conferring Share Interactive Read Aloud Shared Reading Guided Reading Shared Reading Strategy Groups & Mini- Inquiries Word/Language Study

9 Writing Workshop Goals To instill a life-long love of writing To teach students the necessary strategies and skills to enable them to become active, independent thinkers To make sure each child can generate ideas and put ideas on paper To learn the organization necessary to write in a variety of genres To have each child understand that writing is a process and that they need to use that process EVERYTIME they write To encourage individual reflection in regard to their work and the work of others

10 Ways to Help Your Child with Reading and Writing at Home Help your child find a quiet, comfortable place to read or write Have your child see you as a model Read aloud to your child Reread favorite stories Read with your child Discuss the stories you read and write Recognize the value of independent reading and writing Keep reading and writing time enjoyable and relaxed Put your editors pen away Recognize the importance of choice

11 MATH Goals: *To relate classroom learning to everyday life *To promote independence in regard to problem solving and critical thinking *To encourage students to use specific vocabulary when sharing their mathematical thinking orally and/or in writing

12 The Transdisciplinary Approach Transdisciplinary learning means taking topic and using the lens of different disciplines to explore that topics big ideas.

13 Essential Questions Science Based Questions: What enables organisms to survive? What behaviors are advantageous for survival? How does where organisms live affect how they live? What adaptations will organisms need to survive in the future? Over Arching Essential Questions: How do we determine the impact of change? How do we evaluate the impact of change? Is all change good? How is inquiry used to investigate the answers to questions we pose How is scientific knowledge created and communicated?

14 Multiple Opportunities for Exploration and Assessment Multiple Disciplines: Science, SS, Reading, Writing, and Art Child directed inquiry experiments Webquests Research Reports Group Presentations

15 Science The Nature of Scientific Inquiry-Basis of all Scientific Study Geology and Earth Dynamics Chemistry Adaptations – trandisciplinary unit

16 Social Studies (Subject to change) Civics – Transdisciplinary Unit American Indians Colonial Greenwich

17 Homework Your role with homework is one of the most significant changes next year. Instead of helping to complete the homework and to check their answers, your role will be to set a time and place for homework and make sure it is completed on time (the only exception is Everyday Math). Students will have an assignment sheet that you will need to check and sign each night. We ask you not to help your child complete the homework or to check it when it is done is because we use the homework to plan future lessons and assess student retention. It also helps create independence.

18 U nity U nity I dreamed I stood in a studio And watched two sculptors there. The clay they used was a young childs mind And they fashioned it with care. One sculptor was a teacher the tools she used were books and music and art; One sculptor was a parent with a guiding hand and a gentle loving heart And when at last their work was done They were proud of what they had wrought For the things they had worked into their child Could never be sold or bought And each agreed she would have failed if she had worked alone For behind the parent stood the school, and behind the teacher stood the home.


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