1. Welcome to the Third Grade Back to School Night!
9/19/2018
Welcome to the Third Grade Back to School Night!
Hosted by:
Mrs. Bradley
Mrs. Byrd
Ms. Sherry
William Tyler Page Elementary

2. Integrates thinking, reasoning, and creativity for a lifetime of learning.

3. Renewed focus on teaching the whole child
Art
Mathematics
Music
Health
Information Literacy
Reading
Science
Social Studies
Writing
Renewed focus on teaching the whole child
The Thinking and Academic Success Skills are the common thread that integrate content areas.
Content areas still maintain their separate goals and objectives.
Students learn more when making connections across content areas – natural areas for connections are provided.
Curriculum 2.0 also renews MCPS commitment to focus on teaching the whole child.
MCPS is accomplishing this by integrating the many curriculum areas through the Thinking and Academic Success Skills. This will allow teachers to make natural connections among the contents without breaking down the integrity of the individual content areas. For example when students are studying weather in science it will connect to collecting and displaying data in mathematics or studying geography in social studies.
The Thinking and Academic Success Skills become the thread that tie all the content areas together.

4. Thinking and Academic Skills
Using Thinking and Academic Success skills to learn content provides students opportunities to apply their learning to new situations.
SO what are these Thinking and Academic Success Skills that tie the curriculum together?
These are the skills we know successful students somehow acquire. The difference with Curriculum 2.0 is not leaving acquisition of these skills to chance. The emphasis in Curriculum 2.0 is directly teaching these skills.
Each Marking Period will focus on one thinking skill (either critical or creative) and one academic success skill.
The Thinking and Academic Success Skills are divided in to three areas –
Critical Thinking – which includes analysis, evaluation, and synthesis.
Creative Thinking – originality, flexibility, fluency, and originality.
Academic Success Skills – the ”how to learn skills” = Effort/Motivation/Persistence, Intellectual Risk Taking, Metacognition, Collaboration. These skills we know are not just important for the student to become a better learner in school, but to become an independent learner for life.

5. Thinking and Academic Skills Academic Success Skills
Critical Thinking
Critical thinking involves being objective and open-minded while thinking carefully about what to do or what to believe, based on evidence and reason. Examples are Analysis, Synthesis, and Evaluation.
Creative Thinking
Creative thinking involves putting facts, concepts, and principles together in new ways and demonstrating a novel way of seeing or doing things. Examples are Elaboration, Flexibility, Fluency, and Originality.
Academic Success Skills
Academic Success Skills involves possessing attitudes and behaviors that enable students to reach their full potential in academic settings. Examples are Collaboration, Effort/Motivation/Persistence, Intellectual Risk Taking and Metacognition.

6. Welcome to Grade 3 Mathematics
A new model for curriculum, assessment, and instruction
Aligned to the Common Core State Standards
A unique integrated curriculum designed to develop a college-ready mindset in all students by fostering critical and creative thinking and academic success skills
Will provide extension for our most advanced students and scaffolding for students in need of support
the new 3rd grade math curriculum includes much of the 4th grade math objectives providing all students with a rigorous curriculum. But There are additional opportunities for enrichment/acceleration for each measurement topic when students have shown proficiency with understanding a math concept.

7. operations and Algebraic Thinking
Understand Properties of Multiplication and the Relationship between Multiplication and Division concrete models drawings equations
patterns
Represent and Solve Problems Involving Multiplication/Division
2 Step problems Interpreting products and quotients
Using drawings/equations
Determining the unknown quantity
Fluently Multiply and Divide within x 5=40 40÷5=40

8. Number and Operations in Base Ten
Use Place Value Understanding to Round numbers to nearest 10 or 100
Fluently add and subtract within 1000
Multiply 1 digit numbers by multiples of 10

9. Number and Operations Fractions
Developing Understanding of Fractions as Numbers
Concrete Models
Drawings
Understand a fraction as a number on a number line
Understanding Equivalent Fractions and Comparing Fractions
Equations

10. Reason with Shapes and their Attributes
Partition Shapes Using their Knowledge of Fractions halves, thirds, and fourths
Reason with Shapes and their Attributes
Geometry

11. Measuring Lengths whole, halves, fourths Represent and Interpret Data
Measurement and Data
Measuring Lengths whole, halves, fourths
Liquid Volume/Mass
Measure/Estimate
Problem Solving
Represent and Interpret Data
Bar graph/picture graph
Problem solving
Area
Concrete models
Relating Area to multiplication/addition
Time
Read/write to nearest minute
Problem Solving

12. In Reading by the end of third grade, students:
Using a variety of culturally relevant texts, third grade students read and discuss the characteristics of realistic fiction, historical fiction, poetry/plays and folktales/myths.
Read to analyze how ideas develop and connect throughout a text.
Examine common themes in literature.
Identify a personal point of view about a character’s actions.
Examine how events unfold.
Study how authors share real and imagined experiences.
Read informational text to apply knowledge gained from text features
Identify main ideas
Characteristics of literary non-fiction
By the end of third grade, students will create and follow rules for collaborative conversations.
Acquire and use academic and conversational vocabulary.

13. Grade 3 Writing Instruction
Inquiry
Prewriting
Drafting
Revising
Editing
Publishing
Narrative Writing
Informative Writing
Opinion Writing
SIX TRAITS
Ideas
Organization
Word Choice
Sentence Fluency
Voice
Conventions
Throughout Grade 3 writing instruction, students use the inquiry approach to gather ideas, draft, revise, edit, produce and present narrative, informative, and opinion texts. Writing and Information Literacy complement one another to accomplish this.
Students use the writing process to compose both short and extended pieces. In order to develop students as writers, the Six Traits are explicitly taught.
Grade 3 Writing Instruction

14. Social Studies Units of Study
Basic Functions of Government
Rights and Responsibilities
Goods/Services
Growth and u i
Elements of Different Cultures
Natural and Human-made Features
Production of a Good
students begin the year by examining the roles of individuals, groups, and leaders in a democratic society. They consider rules, laws, rights and responsibilities of citizens within the classroom and community today through the lens of making a positive difference by taking action.
explore the basic functions of governments: creating structure through laws, enforcing laws, and interpreting laws and disputes.
students collect and analyze information from images and text to determine how and why individuals, businesses, and governments provide goods and services, including the purpose of taxes today and long ago.
expands student understanding of geography by comparing places and regions around the world.
Students then compare elements of culture and examine how people from different cultures meet their needs.
They use the steps of the production to produce a good. They determine the impact of limited resources, specialization, and technology on both the producer and consumer.

15. Science Units of Study Growth and iwit Forces and Motion Heat Energy
Properties of Matter
students describe the motion of objects using position and speed and explain how forces, such as push, pull, gravity, and friction affect the motion of objects.
students explore the properties of matter. The enduring understanding for this marking period is that materials react to changes in temperature and other physical processes
students should be able to identify ways in which heat is produced (burning, friction, and electricity), and recognize that heat is transferred between objects of different temperatures
that living things impact the availability of Earth’s natural resources, that living things depend on the accessibility of Earth’s natural resources
Ecology

16. Exceptional at the grade-level standard.
Levels of Performance
Instruction begins at the grade-level standard.
How the student performs at the grade-level
standard determines level of proficiency.
Exceptional (ES)
Exceptional at the grade-level standard.
Instruction on the Measurement Topic
Meets the grade-level standard by
demonstrating proficiency
of the content or processes for
the measurement topic.
Proficient (P)
How the student responds
In progress (I)
In progress toward meeting the grade-level standard.
Because we now have a new standards-based curriculum, we need a new report card that clearly communicates student achievement to parents.
How the student performs at the grade level expectations determines their level of proficiency. Because Curriculum 2.0 provides all students with a rigorous curriculum (For ex: the math is now composed of most of the 4th grade objectives),The goal is for all students to be proficient at the grade- level standard. A student who is “not yet or minimal” or “in progress” toward meeting the standard was instructed on the grade-level standard, however, their response to the standard has not yet reached proficiency. Teachers will continue to instruct students to help them reach proficiency.
A student who is “Exceptional at the grade-level standard” is instructed on the grade-level standard, and their response is consistently at an exceptional level. This is that 1 or 2 students whose answers not only show a thorough understanding of the concept taught but also shows that he/she is thinking outside the box.
How the student performs at the grade level expectations determines their level of proficiency. Because Curriculum 2.0 provides all students with a rigorous curriculum (For ex: the math is now composed of most of the 3rd grade objectives), we want to see all students at “proficient” by the end of the year for each measurement topic.
The goal is for all students to be proficient at the grade-level standard. A student who is “not yet or minimal” or “in progress” toward meeting the standard was instructed on the grade-level standard, however, their response to the standard has not yet reached proficiency .
Not yet or minimal (N)
Not yet making progress or making minimal progress toward meeting the grade-level standard.

17. Grade 3 Standards-based Report Card
Subject
Measurement Topic
This is the current standards-based report card for Grade 3.
With the old report card, a student only received 1 grade for each subject. For ex: students would receive a letter grade of A,B,C, or D for math. Now parents will have more of an accurate and clear idea of how their child is doing since each subject is composed of several different measurement topics. For ex: Math is now composed of geometry, measurement & data, number and Operations in base 10 and fractions, and Operations and Algebraic Thinking.
Now students will either receive a “P” for proficient, “I” for in progress, “N” minimal progress, or “ES” for exceptional. ES, P, I, N does not correlate to the letter grades “A,B,C, or D”; It really is a new way to assess students’ progress.
Students will only be assessed on those areas that are unshaded. For example: in MP 1, students are taught operations and algebraic thinking and number and operations in Base 10.
A feature of the report card is that it will provide you with information regarding the degree to which your child received enrichment and/or acceleration with grade level content for math. One of these two statements will appear under the math category:
Your child was consistently instructed on the content and processes of the grade level. OR
Your child was consistently instructed on the content and processes of the grade level with enrichment/acceleration.
For the Learning Skills which is composed of work habits and Thinking and Academic Success Skills, students will receive a DEM for demonstrating this skill consistently, PRG for progressing, and N for not yet evident.
The students reading level is shown as either exceeding, meeting or approaching target.

18. Where can I learn more?
Reading Night – October 10 – There will be a parent information session on the new grading/reporting.
MCPS Bookmark
A Parent’s Guide to Curriculum
Curriculum 2.0 website:
Please highlight the many resource parents can access on the public Curriculum 2.0 site.

19. Homework Policies
Students will record their homework each night in their agenda. They will also record their “color for the day” on our classroom behavior chart. Please check and sign their agenda each night.
Homework will include math skills, grammar, reading comprehension and other work that is reinforcing skills that we are working on in class. We will also have quarterly homework projects.
Please let us know if your child is struggling with their homework.
9/19/2018
William Tyler Page Elementary

20. Homework
Homework is checked on a daily basis. Students are responsible for checking over their own homework with the teacher’s guidance. This encourages them to take more responsibility for their own learning.
Homework relates to that day’s lessons and is reinforcing skills that have been taught.
Students who are missing their homework will stay in at recess to complete it. Students may bring an excusal note in times of illness or family emergency.
9/19/2018
William Tyler Page Elementary

21. Reading At Home Program
20 minutes of reading five nights per week.
Students keep track of their minutes in 10 minute blocks.
After reading 250 minutes, students complete a summary of 1 book they have read.
Students turn in sheet to receive a new reading sheet and an award.
At the end of the quarter, they must have completed a minimum of 3 sheets totaling 750 minutes. This earns them a special award.
Parent’s responsibility is to initial the boxes and sign when the entire sheet is completed.
This is a requirement and is counted as part of the homework grade.
9/19/2018
William Tyler Page Elementary

22. New This Year: Math At Home Program
Students receive a calendar each month, with a skill listed at the top they are to be practicing.
September’s skill is adding within 30.
They should be practicing facts for speed and accuracy.
Students should practice for 5-10 minutes nightly using flashcards, computer programs, websites, or worksheets. Once they have 20 days initialed on their calendar, they are eligible for a prize! This is a homework requirement.

23. Any Questions?
9/19/2018
William Tyler Page Elementary