Welcome to Third Grade Curriculum Night Our Goal is that by the end of the year all students will score a level 3 or 4 on the Math and Reading End of Grade Tests and will be ready for 4 th grade by showing at least 15% growth from Predictive Assessment 1 to Predictive Assessment 2.

Parent Third Grade Curriculum Brochure and Our Essential Curriculum 2 Go to:  domain/1559

Assessment Cycles  One Baseline Assessment  2 Predictive Assessments  A Common Assessment between the Predictive Assessments  Math Pre-tests for individual units  Quizzes for Social Studies, Science, and Health  End of Unit Math tests  Reading and Spelling Tests  NC End of Grade Tests 3

Math  Using math pre-tests for individual units allows us to adjust for learning differences.  Envisions Textbook  Hands On Instruction with manipulatives  Small Group Remediation and Enrichment 4

English Language Arts  Balanced Literacy Instruction which includes Phonics, Vocabulary, Spelling, Fluency, and Comprehension  Small Group Remediation and Enrichment  Scott Foresman Reading Street Textbook  Novel Studies  Guided and Independent Reading  Junior Great Books for Shared Inquiry Reading 5

21 st Century Learners  Goal: To teach and prepare our children to utilize technology in a competitive global society.  Accelerated Reader  Websites to build background for weekly stories  Multiplication fact practice online  Study Island  Newsletter online  Parent and Student resources on web page  PowerPoint presentations 6

Communication   Handwritten Notes  Agendas  Newsletter (online)  Weekly Folders  Conferences (teacher and student led)  Webpages 7

North Carolina Common Core Standards

Who? 48 states, the District of Columbia, and two territories have signed on to the Common Core State Standards Initiative

Standards Development Process  College and career readiness standards developed in summer 2009  Based on the college and career readiness standards, K-12 learning progressions developed  Multiple rounds of feedback from states, teachers, and feedback group and validation committee.  Groups representing English language learners and students with disabilities were instrumental in developing the ELL and students with disabilities statements in the introduction to the standards.

Why is This Important for Students, Teachers, and Parents?  Prepares students with the knowledge and skills they need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused learning targets.

Criteria for the Standards  Fewer, clearer, and higher  Aligned with college and work expectations  Include rigorous content and application of knowledge through high-order skills  Build upon strengths and lessons of current state standards  Internationally benchmarked, so that all students are prepared to succeed in our global economy and society  Based on evidence and research

More Information  Visit  Visit

PBIS-What is it?  Positive Behavior Interventions and Support  Proactive approach to school-wide discipline  Promotes positive student and staff behavior  Implemented consistently by staff and administration

Traditional vs. PBIS Traditional  Focused on Problem behavior  Goal to stop problem behavior through punishment  PBIS  Replace problem behavior with new skill  Rewards appropriate behavior as it is being learned  Teaches the concept of consequences both good and bad.

3 Year Implementation  We are in year 2  During year 1 we established the Three R’s, jewels, coins, and treasure chests  During year 2 we have defined office referrals, developed check-in-check out, began individual ticket system

Response to Instruction or RtI  This year we will be working with the district as RtI pilot school  This will offer us training in Reading Foundations and Math Foundations  All students will participate in AIMS Web Screening  Differentiation within the classroom, Pirate Time, and PBIS all help to support this model.

RtI is……. ( Pirate Time)  Whole school working together  Using resources and expertise to help all students  Regular monitoring of success/needs  Data driven instruction!  Multi-step process  High-quality, research-based instruction and interventions  Varying levels of intensity  Match interventions to student’s needs RtI