Mrs. Libby's Third Grade Class!

Literacy: In literacy we are going to be spending the next several weeks studying impactful citizens.  At the end of the project students should be able to answer the following questions:

• What is an impactful citizen?
• How can I impact my community?
• How have influential people in history made changes?

Students will choose an important person to learn more about by reading a biography (or two).  Students will be identifying qualities the person had along with the impact the person had on their community.  This unit will tie our biography genre study together with our social studies units on community and Brunswick history (impactful citizens in our community).  The unit will culminate with students writing a persuasive essay explaining why the person they researched is influential.

This week we watched a clip of Martin Luther King, Jr.’s “I Have a Dream Speech” to kick our project off.  Students discussed the differences between the words leader, citizen, influential, and impact.  Students explored different types of communities (rural, urban, school, sports teams, etc.)  and students viewed pictures of famous people and documented what they noticed about the person and what they wondered.  This helped jump start the conversation about what type of impact the person had and what type community the person was trying to help. 

In the coming weeks students will begin working on their independent projects and they will have the opportunity to listen to presentations from guest speakers (Mrs. Blanchard, Officer Stanton, etc.) about how they impact their communities.  

Math: We are continuing to work on fractions in Math.  This week we have been developing strategies to compare fractions, make equivalent fractions, and reduce fractions to simplest form. 

Comparing Fractions Strategies:

            1.Same Numerator: Look at denominator     and decide which piece is smaller.

                        3/4  <    3/6

            2.Same Denominator: Look at numerator and decide which fraction is representing more pieces.   

                        2/4   >  1/4

Making Equivalent Fractions: 
*Multiply the numerator and the  denominator by the same number.

            1/4 = 2/8, 3/12, 4/16  (x2, x3, x4)

            1/3 = 2/6, 3/9, 4/12 (x2, x3, x4)

Reducing Fractions to Simplest Form:
*Divide the numerator and the denominator by the same number until the fraction is in SIMPLEST FORM.

            3/6 = 1/2 (divide by 2)

            6/10= 3/5 (divide by 2)

Our next chapter in math will be focusing on adding and subtracting money.  This will be a great review of multi-digit addition and subtraction from the beginning of the year.

Don’t forget to be studying those addition, subtraction, and multiplication fact flash cards each night!  By the end of third grade, students are expected to know 42 questions for each operation in only 2 minutes!

Social Studies: This month we completed an introductory economics unit.  Melissa Knutson of Androscoggin Bank visited our classroom several times as part of the Junior Achievement Program.  Earlier this week students brought home their Economics Vocabulary Books. 

Our next social studies unit will be connected to our Impactful Citizens Biography project in literacy.  We’ll be studying community. 

Later on in the year we’ll also be studying Brunswick history and wrapping up our study of the United States.

Science: This week we began our last science unit of the year which will focus on Pond Life.  Students will be learning about how living things depend on one another as well as nonliving things for survival.  We’ll be wrapping up our study of pond life with a visit to the Cathance River Education Alliance (CREA).

CREA Field Trip: Our field trip to CREA will be on Friday, May 3^rd from 9:15-1:15, pending good weather.  Should there be rain that day I’ll let you know as soon as possible whether or not the trip is still on.  Students should wear weather appropriate clothing, footwear should be waterproof and comfortable for walking.  Sunscreen and bug repellent should be applied at home prior to the start of school.  Don’t forget to bring a lunch from home if you didn’t order a bag lunch from school!

Important Dates
Wednesday, May 1^st: Fire Safety, 1:40-2:10
Thursday, May 2^nd: Officer Stanton Visit, 10:30-11
Friday, May 3^rd: CREA Field Trip, 9:15-1:15
Wednesday, May 8^th: Early Release Dismissal @ 1
Monday, May 27^th: Memorial Day, No School

Reading
Informational or nonfiction texts have been our main focus in reading since returning from vacation.  Students have learned how to identify the main idea and key details of text, helpful nonfiction text features, identifying text structure, and how to do a close read (rereading for different purposes.)  Visit our website (see below) for pictures of some examples of our work or activities!

In reading our upcoming unit will be about folktales-tall tales, myths, fairytales, legends, etc. 

Writing
In writing we have been learning about the parts of a paragraph-topic sentence, at least three detail sentences, and a closing sentence.  We’ll be using this knowledge to write planet reports!  Students will choose a planet to more about.  They will learn how to use books and websites to research and take notes.  Then they will be organizing their notes into subcategories and then turn their notes into a report. 

Math
Students have been working very hard this month to master their multiplication facts through 10×10.  We have reviewed many strategies to solve unknown multiplication facts, such as drawing a picture, using an array or area model, repeated addition, a number line, or skip counting.  By the end of third grade students are to have memorized their multiplication facts so please keep practicing at home!

Our next math chapter will require students to multiply two digit numbers by one digit numbers, such as 34×3.  We will be learning the “traditional way” of solving these types of problems. 

Basic division as well as long division, with or without remainders is a chapter that will be coming up soon as well.  Again, knowing multiplication facts will be SO helpful for students as we work through these challenging concepts!

Science-Earth in the Universe
At the beginning of January, the traveling Northern Stars Planetarium put on a show for all the third grade classes.  Students seemed to love the presentation and it was a great way to start our space unit off! 

We spent a bit learning about Earth and all of its special features-water, land, atmosphere, layers, and the moon.  Students created posters to teach others about their topic.  

Next, students learned about the sun, moon phases, Earth’s water cycle, and finally the individual planets. 

Upcoming Social Studies Units
Once we complete our Earth in the Universe unit in a few weeks we’ll be returning to social studies to learn about the Midwestern region of the US and we also have an economics unit coming up soon! 

Class Dojo
Yesterday a letter regarding Class Dojo was sent home.  We will start using this on Monday.  Students will be able to earn points for positive behavior. The number of points earned by the end of the week will translate into extra punches on their punch card.  By providing me with your email I can link you to your child’s account so that you can use the Class Dojo website or app to see how they are doing in class. 

Arts are Elementary

Third grade has begun their Arts Are Elementary residency for the year!  Each class is working with Jud Caswell, and musician and songwriter, to write their own folksong.  We will have three sessions one hour sessions with Mr. Caswell, followed by a concert on Thursday, February 14^th from 2:00-2:50.  Please stay tuned for more information regarding the concert!  Our AAE sessions are included below in the “Important Dates” section. 

Important Dates

• Friday, Feb. 1^st: New round of optional, 3^rd grade optional Chorus begins (1:50-2:20 on Fridays)
• Tuesday, Feb. 5^th: Magic Circle, 9:20-10:00
• Wednesday, Feb. 6^th: AAE, 10:20-11:20
• Friday, Feb. 8^th: AAE, 9:10-10:10
• Tuesday, Feb. 12^th: AAE, 10:20-11:20
• Thursday, Feb. 14^th: AAE Concert, 2:00-2:50 Valentine’s Day (stay tuned for more info)

In conjunction with out Earth in the Universe unit for science we have been learning how to read and wring informational (nonfiction) texts.

First, we learned about the differences between fiction and informational texts (how they are written, how we read them, features each type of text has) and completed a feature sort.  

Then, we started to review how to find the main idea and key details of a text.  We learned about this briefly during our mystery unit, but now we are learning how to apply these skills with informational texts. 

To practice finding the main idea, students completed a “Main Idea Bag Activity.”  They had four different bags which each contained a group of related items.  The items were the “key details” and the students had to determine what the “main idea” of the bag was based on the items.  Hopefully one or two items really narrowed down the main idea.  Can you guess what the main idea was for the bags shown below?  

Next, in reading groups, students practiced “close reading” to learn more about Earth.  Close reading involves reading a short passage different times, each for a different purpose.  We have continued to focus on finding the main idea and supporting details using evidence from the text while also looking for clues from the text to help us with tricky vocabulary words.  Close reading also allows the reader to mark up the text to help them “pick it apart” and to look for important ideas.  Therefore, we have also been learning how to “mark up a text” using pencils (or sticky notes if we are reading from a book).  

To go along with our Earth projects in science (see other post) we have also been exploring the use of text features.  Text features can be considered “visuals” or “navigators” to help the reader.  For the Earth project posters, students tried to include visual text features.  We’ll continue to explore text features as we research and write planet reports.  

Students learned about informational text structures to help them identify how the author chose to organize and share their information.  The text structures we focused on where description, compare and contrast, order and sequence, problem and solution, and cause and effect.  Students read little blurbs and had to identify how they knew the blurb fit the labeled text structure.  They then had to write their own sentence using the text structure.  

In writing we have been learning about the parts of a paragraph using the Sandwich Paragraph Model.  Paragraphs need a topic sentence, three to five detail sentences, and a closing sentences.  All sentences should relate to each other and focus on one idea or topic.  We learned about several different ways to write a topic or closing sentence.  We will be using this learning when we write an informational report about a planet.

Prior to starting the planet research project, students learned about how readers get ready to read nonfiction (informational) texts by 1)reading the title, 2) activating background knowledge, 3)preview the text features, and 4)make a prediction. 

Students used the “boxes and bullets” strategy to collect important information from a nonfiction space book.  The box represents the main idea of the book, while the bullets provide key details.  

Students learned about the order of the planets in our solar system with the art project below.  These were displayed in our hallway for a bit and sent home recently!

In order to learn more about the Earth, students broke into groups, focused on one of Earth’s features, and created a poster which provided a main idea sentence and key details (facts).  Students ranked their topic choices and they were able to work on their first or second choice.  The topics were Earth’s Land, Earth’s Water, Earth’s Layers, Earth’s Moon, or Earth’s Atmosphere.  To gather information students read articles and watched short videos on their topic.  

Posters in progress: 

Completed Posters:

Literacy
We spent the month of December learning about historical fiction in literacy.  Students set reading goals to make sure they would finish their books before the break.  They learned how to use clues pictures, language/words, or from characters’ actions to identify the setting (when and where the story takes place) of the book.  When talking about the setting and problem of the historical fiction books, students discovered that the two are closely linked.  For example, characters trying to be pioneers in the 1800s wouldn’t face some of the same problems in the 2000s.  Students also learned how to identify what point of view the author was using to tell the story, first person, third person-limited, or third person-omniscient.  Students wrapped up their study of historical fiction by creating a visual representation of the setting of their book.  Students were able to create a picture, map, or 3D model or diorama. 

Our next focus in reading and writing will be on informational (nonfiction) texts to coincide with our study of space in science.  Students will be learning how to read and write informational texts.

Math
In math this month we completed our study of telling time, finding elapsed time, and reading temperature.  We also completed a chapter which reviewed reading, interpreting, and creating bar graphs, picture graphs, and line plots.  Students learned how to develop a survey question, collect data using a tally chart or table, and turn the data into either a bar graph, picture graph, and line plot.  Once students created a graph, they then had to take on the challenging task of interpreting the graph, deciding what conclusions could be made as a result of the survey.  Students should have brought home their graph projects over the course the last few weeks.

When we return from vacation we will be focusing on multiplication for several weeks.  Student brought home multiplication flash cards at the end of November to study.

Social Studies
We have finished learning about another region of the United States, the Southeastern region.  Earlier this week students brought home the lapbooks they created along with their Southeastern states test.  After we complete our space unit in science we will be learning about the Midwest region and then we’ll move onto economics in social studies. 

Science
Historically, one of the most popular units in third grade, is our science unit entitled, “Earth in the Universe.”  We’ll be starting this unit after the winter break.  During this unit students will be learning about how Earth compares to other planets in the solar system.  On January 8^th the Northern Stars Planetarium will be visiting HBS to help kick off our space study with all the 3^rd grade classes.  Our class is scheduled for the 12:45-1:45 showing on Tuesday, January 8^th!

Important Dates
December 22^nd-January 1^st: Vacation
Tuesday, January 8^th: Northern Stars Planetarium, 12:45-1:45pm
Wednesday, January 9^th: Fire Safety, 1:40-2:10
Monday, January 21^st: No School, MLK, Jr. Day

For the past few weeks we have been reading historical fiction books.  Each student was able to choose their own book to read.  They set reading goals using a calendar so they could finish their book in an allotted time. 

We used clues from the pictures, words or language used, and character’s actions to determine what time period the book took place in.  With this information we then made a timeline of all the books students were reading in class.  

Students learned about point of view, first person, third person-limited, and third person-omniscient.  They worked in groups to write a few sentences about a picture using the different points of view.  Students then had to identify what point of view their historical fiction book used and they had to cite a passage from their book explaining how it matched the point of view they identified.  

Finally, students created a visual representation of the setting (time and place) of their book.  They were able to choose if they wanted to make a picture, map, diorama, etc. to show their setting.  Below are some photos which show the various stages of the projects.

Students have been working hard to learn about energy sources!  Students worked in groups to learn about an energy source they were interested in.  They read an article and watched videos to find information about their topic, then created a poster which they then presented to the class!

POSTERS IN PROGRESS:

FINISHED PRODUCTS:

Reading
Earlier this month we completed our mystery unit with our mystery character “Wanted Posters.”  If you didn’t get a chance to see them hanging in the hallway during conferences, don’t worry, they will be coming home soon!  After all of the posters were complete, students had the opportunity to give each other feedback.  We learned about what feedback is, why it’s important, and how it can be used to help us in the future.  Students viewed three posters of their choice and give one star (a compliment) and one wish (a suggestion for improvement).

 Also this month, students completed a “book report” on a published, personal narrative picture book.  They were able to choose a book and analyze the book’s use of setting, characters, tone, etc. 

Our next unit of study is historical fiction.  For this unit students will be able to select a historical fiction book to read independently in class.  We will be learning about the importance of setting and point of view and how it impacts the story in this genre. 

Writing
This month we have been busy working on our personal narrative stories!  Here are some of the skills we have been learning about:

• how to use dialogue to show thoughts/feelings of characters
• how to punctuate dialogue
• showing vs. telling
• where to make new paragraphs in a narrative story
• how to use transition words to show the passage of time
• how to create a strong ending
• how to edit a story using editing marks
• how to publish a story using neat handwriting and incorporating revisions and edits

For next month we’ll be focusing on how to write a constructed response based on books students are reading independently.

Math
We recently completed our math chapter on mental math and estimation and we are now learning about telling time!  We have been focusing on reading an analog clock and identifying different ways to say a time, such as, “25 minutes past 4:00, or 10 minutes to 11:00.”  We have also been learning how to convert hours to minutes and vice versa along with adding and subtracting amounts of time.  The hardest skill in this chapter is elapsed time, how much time passes from the beginning of an activity to the end.  It would be very helpful to practice these skills at home when you’re completing your regular routines.  You can have your child tell you what time it is using an analog clock, or how much longer it will be until dinner or bedtime. 

Our multiplication chapters are quickly approaching so we have started practicing early to get a head start!  For now we’ll be reviewing the following multiplication tables: 0, 1, 2, 5, and 10.  Students brought home multiplication flash cards earlier this week to add to their other sets at home and practice as they feel fit. 

Science
Our energy unit was concluded with a group project where students learned about an energy source (coal, wind, solar, hydropower, etc.) and created a poster to teach the class. 

We will begin a new science unit in January when we return from vacation.  We’ll be learning about Earth in the Universe, complete with a visit from the Northern Stars Planetarium in our very own gym!

Social Studies
We have returned to our study of US geography with a focus on the southeastern region.  Study guides were sent home at the beginning of the week if students would like to practice the locations, capitals, and abbreviations at home.  In class we have started making a lapbook for this region, similar to the one that was made for the northeastern region. 

Winter Apparel Reminder
The winter weather is upon us!  Please remind your child to come to school prepared based on the weather that is expected for the day.  Once it snows students are required to have boots and snow pants to play in areas outside of the blue top.  It is also recommended that an extra set of clothes be kept in your child’s locker over the winter in case they need to change out of wet clothes. 

Important Dates
Wednesday, Dec 5^th: Early Release, Dismissal at 1
Wednesday, Dec. 12^th:  Fire Safety, 1:40-2:10
Dec. 22^nd-Jan. 1^st: Winter Vacation
Tuesday, Jan. 8^th: Northern Stars Planetarium for 3^rd Graders, Time TBD
Wednesday, Jan. 9^th: Fire Safety, 1:40-2:10
Monday, Jan. 21^st: No School, MLK, Jr. Day

As part of our study of energy we explored the electrical form of energy with electrical circuits.  Students worked with a partner or two to put together an electrical circuit with and without a switch.  They had to identify and explain how the switch worked to control the flow of electricity.  Students concluded a circuit is essentially a circle and in order for electrical energy to flow from the battery to the light bulb to make it light up, there can’t be any interruptions in the metal on metal connections.  The switch causes a break in the circuit, allowing us to turn the light bulb on and off.  Here are some photos from our experiment.  Lab sheets were sent home last week!

Students completed a balloon experiment last week  to help them explore and understand kinetic (energy in motion) and potential (stored) energy.  The task was to get a balloon to travel along a string without using your hands.  Students had a balloon, string, straw, and some tape.  Students had to create two plans to try out before they started using materials.  A few students successfully completed the task and were able to find ways to make the balloon travel faster.  Below are some photos from the experiment.