1. Third Grade Curriculum Night Ms. Hidock/ Mrs. Usher

2. Georgia Standards of Excellence Reading/Language Arts, Writing, and Math are aligned to the Georgia Standards of Excellence (GSE) to ensure student learning objectives are met. All other subjects (Science, Social Studies & Health) are aligned to the Georgia Performance Standards (GPS). “I Can” Statements are how we share what we are learning using “child-friendly” language. “I Can” Statements are discussed and posted each time a standard is taught. Students will become very familiar with the standards they have mastered as well as those which are still a work- in-progress.

3. What the GSE Expects of Students? Students will be encouraged to “think deeply” and to “show what they know.” Students will be encouraged to “think deeply” and to “show what they know.” Students will be asked to demonstrate a deeper understanding of text by explaining “how,” “why,” or “because” by giving their opinion using evidence found in the text to support their views. Students will be asked to demonstrate a deeper understanding of text by explaining “how,” “why,” or “because” by giving their opinion using evidence found in the text to support their views. Students will be expected to “show what they know” by applying lessons learned in all subjects. Students will be expected to “show what they know” by applying lessons learned in all subjects.

4. How Will Students be Assessed on the GSE? The GSE encourages a wider variety of assessments. The GSE encourages a wider variety of assessments. Traditional Assessments such as common pen and paper tests with multiple choice answers will still be used. Traditional Assessments such as common pen and paper tests with multiple choice answers will still be used. Short Responses will be required for students to demonstrate they can explain their thinking clearly, use evidence from a prior text or formulate and support opinions. Short Responses will be required for students to demonstrate they can explain their thinking clearly, use evidence from a prior text or formulate and support opinions.

5. Reading/Writing - How Students are Expected to “Think Deeply” and Respond Using evidence from the text, explain why a polar bear would not thrive in the desert. Using evidence from the text, explain why a polar bear would not thrive in the desert. After reading the short passage on hamsters, give your opinion whether or not hamsters would make a good pet. Support your response using evidence from the text. After reading the short passage on hamsters, give your opinion whether or not hamsters would make a good pet. Support your response using evidence from the text. Study the picture shown. Using inferencing, explain how you think the boy is feeling and why. Study the picture shown. Using inferencing, explain how you think the boy is feeling and why.

6. Writing & Grammar We will be working on writing through the workshop model. This allows for more choice in writing, flexibility in the time needed to complete written works, opportunities for students to receive small group and individual instruction. We will be working on writing through the workshop model. This allows for more choice in writing, flexibility in the time needed to complete written works, opportunities for students to receive small group and individual instruction. We will be using Mentor Texts to identify outstanding skills authors use and incorporate those into our own writing. We will be using Mentor Texts to identify outstanding skills authors use and incorporate those into our own writing. We will be using Mentor Sentences to identify remarkable use of grammar skills and sentence variety in our writing. We will be using Mentor Sentences to identify remarkable use of grammar skills and sentence variety in our writing.

7. A Day in the Life of Reading Students are taught based on their reading level. Students are taught based on their reading level. Students will work collaboratively with each other. Students will work collaboratively with each other. Students will complete rotations during reading class. Students will complete rotations during reading class. Read to self, buddy reading, book clubs, vocabulary vortex, non- fiction news, technology, etc. Read to self, buddy reading, book clubs, vocabulary vortex, non- fiction news, technology, etc.

8. Math Curriculum Our math curriculum this year will include more practice with problem solving. We will learn skills, and then learn how to apply those skills. We will incorporate the Standards of Mathematical Practice in each Math lesson.

9. Standards for Mathematical Practice Never Give Up. I can use numbers and symbols to solve problems. Explain with detail. Apply math to everyday experiences. Use the correct math tool and explain why. Check my work for accuracy. Use schema to solve new problems. Look for patterns.

10. Can You Solve This? The movie, “Frozen”, starts at 2:30 pm. The movie lasts for 1 hour 30 minutes. Lauren counts by intervals of 30 minutes to find out when the movie ends. Parker counts by intervals of 10 minutes to find out when the movie ends. Will Lauren and Parker find the same answer to the problem? Lauren: Parker: Explain your answer:

11. A Day In Our Math Class Students are taught in small groups according to their levels. Teacher meets with all groups daily. Students rotate from small group to independent work to stations. Stations and independent work could include technology, performance tasks, STEM, and cooperative activities.

12. Science/Social Studies Science and Social Studies are taught on a rotating schedule. GSE Reading standards are incorporated into both Science and Social Studies through non-fiction books, passages and websites. S.T.E.M. (Science, Technology, Engineering and Math) will be integrated through hands-on projects/experiments in Science and Math.

13. Homework Policy Why Homework? Practice makes perfect! Students learn responsibility, pride & ownership. Homework Expectations: Ms. Hidock’s homework will be posted weekly on her website. Mrs. Usher’s homework will be posted daily on her website.

14. How’s My Child Doing? Grading Information Daily: Use Home Access Center to view grades online. Bi-Monthly: Selected work will be sent home for you to review, sign & return. Quarterly: Report Cards sent home for you to keep. 3 Times per Year: Progress Skills Checklists (“checklist”of standards) sent home for you to keep.

15. Grading Scale A90-100 B80-89 C70-79 FBelow 70 FCBOE Policy: Recovery Grades: any child that did not earn a 70% on a test on the first attempt can earn at the highest a 70% after recovery.

16. Standardized Testing ITBS (Iowa Test of Basic Skills) October 19-23, 2015 Nationally Norm Referenced Test which indicates current level of performance as compared with other 3 rd grade students taking the test CRCT will be replaced with a new assessment called Georgia Milestones Given April 12-26, 2016

17. Website & Edmodo Classroom Website: Used for Homework Assignments, Units and Standards being taught, enrichment and much, much more! Should be checked daily by students! http://usher3rd.weebly.com/ http://hidock3rd.weebly.com/

18. Questions? Please email us if you ever have any questions or concerns throughout the year. usher@fultonschools.org hidock@fultonschools.org Responses will be answered within 24 hours via e-mail