Third Grade Syllabus
2010-2011
Carrie Pluger
Room 236
Graham Hill Elementary
Seattle Public School District
(206)252-71693 (room 236)
(206)252-7140 (office)
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Classroom Management
I manage the classroom using a combination of Positive Discipline and the Color Card System. Through Positive Discipline children learn how to make choices that will internally benefit them as well as how to solve their own problems. Our Color Cards are in the front of our classroom on a chart. Behind each students name there are four colored cards (green, yellow, orange and red). When a student is not following one of our behavior standards, they, as a consequence change their color card. I have found this system holds students accountable for their own actions.
Behavior Standards
1. Respect yourself
2. Respect others
3. Respect our school
4. Respect the earth
5. Always do your best
Colored Card Meaning
Green = good
Yellow = warning
Orange= one recess lost to problem solve with teacher
Red= two or more recesses lost and parent contacted
*When a student spends 5 consecutive days on green and completes classwork and homework, he or she will become a self manager. Self managers select choice time after finishing their work; have lunch on Mondays with Mrs. Pluger;
often get good calls home; and may have first choice of seating for silent reading.
Strategies for problem solving
Bugs and Wishes
If a student is having a problem with another student they ask that person to go to the Peace Circle. There is use the statement, “It bugs me when _. I wish . The other student chooses one thing to say, “I will stop. I am sorry. I will do instead.”
Kelso’s Choice
Students can pick any of Kelso’s Choices to help them solve a problem. They can apologize, talk it out, ignore it, go to another activity, take turns, etc.
Write It Down
If a student needs help solving a problem they fill out our class meeting agenda form and we, as a class, help to solve the problem at our class meetings.
Special programs this year
Third grade at Graham Hill is very exciting. Our students are involved in the Audubon program in the fall and again in the spring. We are a part of the Pacific Northwest Ballet program. This fall/winter students will work with a professional dancer/choreographer twice each week. This will come together as the amazing Discover Dance performance Saturday March 26th at McCaw hall in downtown Seattle. Every student in the third grade is involved and will perform on stage! We will be working with Cambria Cox as a part of the Graham Hill gardening team. Students will work in the Graham Hill garden and help with composting. We are also working with the Girl Scouts this year. Beginning in October, all of our girl students will have the opportunity to join the troop and work on amazing projects. This is going to be a great year!
Math
Washington State Essential Academic Learning Requirements
1. Students solidify and formalize important concepts and skills related to addition and subtraction. In particular, students extend critical concepts of the base ten number system to include large numbers, they formalize procedures for adding and subtracting large numbers, and they apply these procedures in new contexts.
2. Students learn the meaning of multiplication and division and how these operations relate to each other. They begin to learn multiplication and division facts and how to multiply larger numbers. Students use what they are learning about multiplication and division to solve a variety of problems. With a solid understanding of these two key operations, students are prepared to formalize the procedures for multiplication and division in grades four and five.
3. Students learn about fractions and how they are used. Students deepen their understanding of fractions by comparing and ordering fractions and by representing them in different ways. With a solid knowledge of fractions as numbers, students are prepared to be successful when they add, subtract, multiply, and divide fractions to solve problems in later grades.
4. Students learn about lines and use lines, line segments, and right angles, quadrilaterals. Students connect this geometric work to numbers, operations, and measurement as they determine simple perimeters in ways they will use when calculating perimeters of more complex figures in later grades.
5. Students solidify and formalize a number of important concepts and skills related to Core Content studied in previous grades. In particular, students demonstrate their understanding of equivalence as an important foundation for later work in algebra. Students also reinforce their knowledge of measurement as they use standard units for temperature, weight, and capacity. They continue to develop data organization skills as they reinforce multiplication and division concepts with a variety of types of graphs.
6. Students in grade three solve problems that extend their understanding of core mathematical concepts—such as geometric figures, fraction concepts, and multiplication and division of whole numbers—as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.
The district has adopted a new curriculum called Everyday Math. Within this curriculum your child will learn all of the components above. The Everyday Math curriculum utilizes manipulates. Within our lessons we will be using blocks, quilt patterns, dominoes, geometric shapes, analog clocks and money to solve problems.
Reading
Washington State Essential Academic Learning Requirements
1. The student understands and uses different skills and strategies to read.
2. The student understands the meaning of what is read
3. The student reads different materials for a variety of purpose
4. The student sets goals and evaluates progress to improve reading.
I will be teaching the Readers Workshop curriculum.
Readers Workshop is an inclusive reading program. Any student at any reading level can learn and improve using this curriculum. We will read a variety of fiction and non fiction books throughout the year. Students will read at their “just right level” in order to have the most beneficial learning experience. I will teach students many things that good readers do. Students will keep reading logs and journals all year. We will have interactive read-alouds where I will model these reading skills and students will have many opportunities to practice their new skills.
Writing
Washington State Essential Academic Learning Requirement
1. The student understands and uses a writing process.
2. The student writes in a variety of forms for different audiences and purposes.
3. The student writes clearly and effectively.
4. The student analyzes and evaluates the effectiveness of written work.
Graham Hill uses the Powerful Writers curriculum. Through this curriculum your child will learn how to write using the six traits of writing. We will learn how to get ideas, organize our thoughts, integrate our voice, make word choices, have sentence fluency and have proper conventions. We will publish a total for 3 books this year as well as keep a writing journal.
Science
Washington State Essential Academic Learning Requirement
1. The student understandsand uses scientific concepts and principals.
I will be teaching the National Science Foundation (NSF) curriculum, which teaches science concepts through using a hands-on approach. This fall I will teach a unit on Plants, and this winter/spring I will teach a unit on the Rocks and Minerals.
Help your child succeed!
Tips for Parents and Families
Reading
1. Choose a book that is at your child’s reading level. Your child should be able to read 95 out of every 100 words.
2. Take a “walk” through the book before reading it. Look at the title, pictures and words.
3. You and your child need to be able to see the book.
4. Discuss what is happening in the story.
5. Discuss unknown words.
6. Ask your child to retell the story.
7. Ask how your child might behave if in similar situations as in the story.
Math
1 Provide a quiet place of study; some place that your child always does their homework.
2. Ask questions, such as, “What do you know?” and “What do you need to find out?” when solving math problems.
3. Involve your children in daily math activities, such as counting how many plates at the dinner table, counting out money to pay for groceries or time problems.
4. Invite your children to explain what they learned and how they got an answer verbally. For example, “How do you know that 2 + 4 = 6?”
5. Play math games together. I will be sending home some game suggestions in the future along with homework. You can also play games like cards, dominoes, Yatzee, and any other games that help children practice math facts.
