Savannah Elementary

Savannah Elementary

Welcome To 3rd Grade

Amy Tandberg (972) 347 - 7431Kelsey Cox (972) 347 - 7433

Richard Jacob (972) 347 - 7434Brittany Peden (972) 347- 7435

Schedule7:40 – 8:15 Bell Work

8:15 - 9:40(8:00 – 9:15)

MathEXPO (Tuesday)

9:40 - 10:25 Specials

10:25 – 11:55

(10:30 – 11:45)

Language Arts Snack

EXPO (Thursday)12:00 – 12:3012:30 – 12:50

LunchRecess

12:50 – 2:05 Writing/ Science/Social Studies

2:05 – 2:35 Target Time

2:35 – 2:45 Pack Up/Agendas

2:45 Dismissal

CHAMPSA Proactive and Positive Approach to Classroom

Management CHAMPS is a classroom management technique. It is designed to

help classroom teachers develop (or fine tune) an effective classroom management plan that is proactive, positive, and instructional.

CHAMPS stands for:

C Conversation - Can students talk to each other? H Help - How do students get the teacher's attention? How do they

get their questions answered? A Activity - What is the task/objective? What is the end product? M Movement - Can students move about? P Participation - How do students show they are fully participating? S Success - If students follow the CHAMPS expectations, they will

be successful.

3rd Grade Website

Newsletters

Spelling City

Learning Links

Please check out our individual websites and the 3rd grade website to find many helpful resources. Here are just a few:

Envisions

http://www.dentonisd.org/6282091111276783/site/default.asp

• Spelling: look over your words and practice at home.

• Reading: must read a total of 25 minutes daily and record your minutes and parent signature in your agenda.

• Reading Response: must have a weekly response that is chosen from your tic tac toe board. Once a choice is completed it may not be repeated.

• Math: complete worksheet

Consequences: sit out at recess until homework is completed

We use Envisions textbooks and lessons to teach math concepts. You may access Envisions at home by clicking on the link on the 3rd grade webpage. Use this resource to help your child if they are struggling with a particular concept or would just like extra help.

Username: first name space 3 example: Bob 3Password: 3rdmath

• Start practicing early• We begin teaching in

2nd Six Weeks• Create flash cards and

utilize the great websites on our 3rd

grade webpage

• Solar System• Force and Motion• Earth’s Changes• Rain Forest• Recycling

Just a few topics we will cover this year to give you an idea of what your child will be learning about.

• Place Value• Money• Addition/Subtraction• Rounding• Multiplication/Division

• Problem Solving

• Geometry: Area, perimeter, 2D/3D shapes

• Measurement: standard, metric

• Fractions

• Grammar• Inferences• Context Clues• Cause/Effect• Main Idea

• Fact/Opinion

• Sequencing• Predicting• Character Development

These topics along with many more

• Famous Inventors• Map Skills• Constitution• Economics• Expansion

Please take a look at Denton ISD OR THE 3RD grade website to find out more in formation about the STAAR testing.

Students will no longer be taking the TAKS. The students will be given only 4 hours to

complete the STAAR Test. The STAAR is more rigorous. Testing will take place the last week in

April.

STAAR

Standards Based Report Cards

Language Arts RubricEstablishing a purpose

Asking Questions

(L) What was your purpose for reading this text?

(L/E) What did you wonder about while you read this text?

(L/E) Why would you pick this text to read on your own?

(L/E) What questions do you have now about what you read?

(E) What will the text help you learn about?

(L/E) We have just talked about the questions you asked during reading. (Restate student’s response.) How do questions help you understand more of what you’re reading?

(E) When would you read another text like this one? What for?

(L/E) What do you do when you are reading and a question comes into your mind? Do questions help you understand some kinds of texts better than others? Tell me more about that.

Asking Questions Monitoring Comprehension

(L/E) What did you wonder about while you read this text?

(L/E) What problems did you have while you were reading this text? (Did you have more difficulty reading the words or understanding the ideas?)

(L/E) What questions do you have now about what you read?

(L/E) What did you do to solve any problems you had? (What fix-up strategies did you use?)

(L/E) We have just talked about the questions you asked during reading. (Restate student’s response.) How do questions help you understand more of what you’re reading?

(L/E) What would you tell another student to try if he or she has trouble with the words in the text they are reading?

(L/E) What do you do when you are reading and a question comes into your mind? Do questions help you understand some kinds of texts better than others? Tell me more about that.

(L/E) What would you tell another student to try if he or she has trouble with the ideas in the text they are reading?

Monitoring Comprehension Inferring (Literary)

(L/E) What problems did you have while you were reading this text? (Did you have more difficulty reading the words or understanding the ideas?)

(L) Can you infer what is about to happen?

(L/E) What did you do to solve any problems you had? (What fix-up strategies did you use?)

(L) Why did you make that inference?

(L/E) What would you tell another student to try if he or she has trouble with the words in the text they are reading?

(L) What is something in the book that helped you make that inference?

(L/E) What would you tell another student to try if he or she has trouble with the ideas in the text they are reading?

(L) What do you already know that helped you to make that inference?

(L/E) What is important to know when you are reading and your comprehension breaks down? What are choices you can make to try to solve your problems?

(L) What can you infer about this text that the author didn’t write?

Inferring (Literary)

Inferring (Expository)

(L) Can you infer what is about to happen?

(E) In addition to what you have read so far, what do you think the author wants you to know or learn at this point in the text?

(L) Why did you make that inference?

(E) What do you know about this text that the author did not write?

(L) What is something in the book that helped you make that inference?

(E) What do you understand about this text now, that you didn’t understand before?

(L) What do you already know that helped you to make that inference?

(E) How does inferring help a reader understand a text better?

(L) What can you infer about this text that the author didn’t write?

(E) What conclusions can you make about what you just read?

Inferring (Expository) Summarize

(E) In addition to what you have read so far, what do you think the author wants you to know or learn at this point in the text?

(L) What is the summary of the story you just read?

(E) What do you know about this text that the author did not write?

(E) Summarize the selection/section _______ in your own words.

(E) What do you understand about this text now, that you didn’t understand before?

(E) What is the best summary of this article?

(E) How does inferring help a reader understand a text better?

(E) What conclusions can you make about what you just read?


Math Rubric Level 1

BeginningDoes not meet

standard

Level 2Developing

Starting to meet standard

Level 3Proficient

Regularly meets standard

Level 4Advanced

Exceeds standard

I attempted to complete the task (with or without teacher prompting) and my understanding is unclear.

I can show partial understanding. My answer may be correct and the explanation may be vague or unclear. Or I can show partial understanding. My answer may be incorrect and the explanation may be clear.

I can complete the entire task without any mistakes and all my responses include logical reasoning and evidence that supports my understanding.

I can complete the entire task without any mistakes and all my responses include logical reasoning and evidence that supports my understanding. And I can make meaningful, academic connections to this task.


Math Rubric

Level 1 Beginning

Does not meet standard

Level 2 Developing


Level 3 Proficient


Level 4 Advanced

Exceeds standard

Historical Documents

I attempted to complete the task, with or without teacher prompting, and

my understanding is unclear.

I can show partial understanding of the topic

and/or question.

answer may be unclear may use incorrect

vocabulary may omit significant

concepts I can recall basic

information needed to answer the question or task.

I can show full understanding of the topic

and/or question.

I can recognize and describe how to correctly apply this topic.

I can use appropriate vocabulary and definitions

In addition to level 3, I can make deeper

connections.

I can prove my answer by explaining my thinking.

I can make simple connections about the question.

I can connect the topic with everyday life and/or other content areas.


Science Rubric Level 1

Beginning Does not meet

standard

Level 2 Developing


Level 3 Proficient


Level 4 Advanced

Exceeds standard

Rapid changes to the Earth’s Surface

I attempted to make observations and record observations with or without teacher support.

I can make observations, record observations, and make claims of rapid changes.

I can make observations, record observations and make claims supported by evidence of rapid changes.

I can make observations, record observations; make claims supported by evidence and make personal connections of rapid changes.

Changes from 2nd gradeAs you can tell in 3rd grade we have a

scale of 1 – 4.A student will receive a 4 if they

exceed the standards.The goal is for every student to

attain a 3 in each standard.

for taking the time to read over and learn more about the 3rd grade experience.If you have any questions please contact us.I look forward to working with you and your child this year. It is going to be a

wonderful year filled with exciting learning activities!