1. Ms. Irene Fong Separate we are unique. Together we are perfect
Ms. Irene Fong Separate we are unique! Together we are perfect! ext

2. The Starfish
There was a young man walking down the deserted beach just before dawn. In the distance he saw a frail old man. As he approached the old man, he saw him picking up stranded starfish and throwing them back into the sea. The young man gazed in wonder as the old man again and again threw the small star fish from the sand to the water. He asked him, “Why do you spend so much energy doing what seems to be a waste of time? The old man explained that the stranded starfish would die if left in the morning sun. “But there must be thousands of beaches and millions of starfish,” exclaimed the young man. “How can your effort make any difference?” The old man looked down at the small starfish in his hand and he threw it to safety in the sea and said…..
“It makes a difference to this one.”
I feel that my most valuable lesson is exemplified in the above story. After experiencing the challenges and rewards of teaching, I will always remember and recognize the individual strengths and needs of my students. Every child deserves the opportunity to succeed and it is my responsibility to foster a classroom environment conducive to learning, growing, and sharing.

3. My Philosophy of Education
Education begins with the students rather than the subject matter and all students have the ability to learn. As an educator I need to make students aware of their potential through various teaching styles. I strive to know what makes each of my students unique. I believe that my connections to my students are essential and should be reflected through my actions and words in the classroom.
I believe that my classroom should be a place where students have the opportunity to receive an education that prepares them for life, as well as have an opportunity to learn about themselves and each other as they grow and change in my class. I want my students to be able to trust and respect each other, the teacher, and others that enter the classroom.
My goal is for my students to become empowered by their own learning. Education should be exciting, involving, intellectual, and most important FUN.
I realize it is impossible for me to be all things to all students. We are all human with many flaws, but I believe it is important and healthy for my students to see that I don’t always have the answers and that I must deal with contradictions about teaching and life just as they will.
My philosophy of education is about listening to the students and helping them to succeed in school. I believe in the innate goodness of the individual. I hope to be a role model for all of my students. I also hope that at the end of the school year they will have experienced meaningful learning as well as realized how important they and their contributions are in life and education.

4. P.E., Music, & Library Schedule
Library Tuesday
8:45 a.m. -9:30 a.m.
P. E. Wednesday :45 a.m. -9:30 a.m.
Please wear appropriate clothing on P.E. days
Music Friday
8:35 a.m. -9:25 a.m.

5. Grade 3 Curriculum Reading Houghton-Mifflin Reading series
Core and Extended Literature: Squanto, Little House on the Prairie, Sarah, Plain and Tall, Charlotte’s Web, Mr. Poppler’s Penguin.
Poetry
National Geographic Children Magazine
Text books
Accelerated Reader (AR)

6. Language Arts
Differentiated Spelling Program (see Spelling Homework Notebook)
Daily Grammar Review
Grammar instruction (parts of speech, rules of sentence and paragraph writing, development of writing styles)
Narrative and expository writing

7. Mathematics Scott Foresman California Mathematics Scope and Sequence:
Number Sense (place value, addition/subtraction of multidigit numbers with and with out regrouping, rounding, estimation, < and >)
Geometry (terms, area, perimeter, measurement)
Multiplication (times tables, concepts, patterns)
Division (tables, concepts, short division)
Fractions/Percentage/Decimals (concepts, equivalency, addition and subtraction)
Probability (concepts, likely/unlikely occurrences)
Problem Solving (strategies, applications)

8. Social Studies Scott Foresman Our Communities
Identify geographical features in our local region
Trace the ways in which people have used their resources of the local region to establish our community
Know the histories of important local and national landmarks, symbols, and essential documents that create a a sense of community among citizens of the United States.
History of the Ohlone Indians
Dublin History

9. Science Discovery Works text book Scope and sequence:
Earth, Moon, and Sun
Water on Earth
Matter, Energy
Force, Motion, and Machines
Adaptation of Living Things

10. Homework Policy Students will have daily and weekly homework.
Daily homework are due the next day.
Writing/Reading/Math of the Week (WOW, ROW, MOW) packets will be sent home Monday and due back Friday of the same week.
Corrected homework will be sent home every Monday. Please keep the packet for future review. A brief summary of lessons taught the week before and School News will be attached to the packet.
Please check Homework Folder daily for communications from school

11. Differentiated Spelling Program
On Mondays, every student takes a spelling pretest.
-Any words missed will go on their weekly spelling list
-To complete their weekly spelling list, students will choose words from
from the “Word Picks” box.
On Tuesdays, students choose 10 spelling words and arrange them in alphabetical order.
-Challenge: Alphabetize all 16 words.
On Wednesdays, students pick 5 words from “My List” :
-Look up and write the dictionary definition for each word.
-Write a sentence for each word.
-Challenge: Draw a picture
Write a paragraph, story, letter, etc., with the words.
On Thursdays, sort and classify your words.
On Fridays, students bring Spelling Notebook and spelling list back for spelling test.

12. Reading Log
Reading every night with your child is an essential part of our curriculum. Through this shared time, your child will build many skills and strategies necessary to becoming a thoughtful and joyful reader. They will also develop “Book Talk” skills including: the ability to listen carefully for comprehension, to be thoughtful about characters and feelings in books, to think deeply about how books relate to his/her life and the surrounding world, and to begin comparing stories and ideas among different books.
Your child should be reading for at least 20 minutes each day. Remember to expose your child to different genres as well as books from a range of different levels.
Read to him/her-occasionally choose books a grade or two above his/her reading level to boost vocabulary and comprehension skills.
Read with him/her-choose slightly challenging books; s/he should be able to read and comprehend these with just a little guidance.
When s/he reads on his/her own – provide books on his reading level or just below to build confidence and fluency

13. How to Choose the Right Book
How do you know if a book is too hard for your child to read on his/her own? Try the five finger test.
Open the book to a page in the middle, and have your child start reading. Each time s/he misses a word, fold down one finger. If all five fingers are down by the time your child gets to the end, the book is probably too hard.
A reading log will be sent home with the Monday packet. Complete the reading log and return it on Friday.
Books bring us closer to each other. Enjoy this quality time with your child.

14. School Disciplinary Policies
General School Policies
#1 We will follow directions with a positive attitude!
#2 We will listen when others are speaking!
#3 We will keep our hands, feet, and objects to ourselves! (Personal Space)
#4 We will use good manners and appropriate language!

15. Classroom Discipline Policy
The following warning procedure is used:
Teacher say: Students response:
3 Look Focus
2 Listen
1 Focus
If student continues to misbehave a Behavior Report will be sent home and student will fill out a Conflict Resolution form with parents.

16. Conflict Resolution Form

17. Ms. Irene Fong Grade 3 Room 22

20. University of San Francisco