Inside Third Grade
We are working on:
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February 17, 2016
Teachers’ Corner:
Reviewing elements of historical
fiction and finding specific details
from the story to support our
statement.
Determining cause/effect
relationships within a historical
fiction story (how actions and what
is said lead to the solution).
Determining the theme of a story.
Asking questions to check our
understanding of a text topic.
Recounting stories using key details.
Explaining how events in the story
build on each other.
Asking and answering about
information from a speaker to clarify
understanding about a text or topic.
Analyzing and recording our
opinions about characters as part of
a literary analysis using read aloud
and small group reading books.
Stating opinions and justifying them
with supporting and detailed
reasons.
Comparing texts about a common
topic.
Using root words as a clue to the
meaning of an unknown word(s).
Locating, counting, and labeling
fractional lengths of a whole on a
number line diagram (halves,
fourths, eighths, thirds, and sixths).
Measuring to the nearest ½ and ¼
inch.
Constructing line plots with a title,
label, numbered x-axis with a
consistent scale, and data recorded
as an “X” in columns
Interpreting maps of North America
and Maryland using map elements.
Identifying and describing the
location of major cities in the United
States and locally in Maryland.
It seems as though this winter weather will never allow us a
week with an uninterrupted schedule. Hopefully, we have some
warm weather on the way that will stick around for a while!
This month we took/are taking the MAP Reading and MAP
Math computer-based assessments. We are not spending much
time in class working on test preparation specifically however
throughout the year we have discussed strategies such as
eliminating answers when appropriate, rereading
questions/prompts to make sure we are correctly answering all
parts of the question, and referring back to the text and text
features for help when answering. During instruction, we model
and practice numbering multi-step directions, underlining
directions and within the text where we find answers and
supporting details, and rereading our answers to ensure we met
the demands of the question. We also practice pacing our
workload with the time constraints imposed, and managing the
“right amount of worry”—not rushing through carelessly or
worrying too much. Ask your child what they think well when they
took their Map-R assessment earlier this month. Where do they
think they could focus their efforts to improve (specific to reading
or just in general as it applies to testing)? Have your child set a
goal for him-/herself for the Map-M this later this week. Example
goals:
 I will use my time (at least 1 min. per question).
 I will use the scrap paper to show my work and rework (aka
check) my answers.
 I will try different strategies like draw a picture, draw and
array or number line, or use the opposite operation
(addition-subtraction, multiplication-division) to check my
work.
Important Dates to Remember:
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Feb. 15- No School; Presidents’ Day
Feb. 16- No School; Snow Day
Feb. 17- No Monday Folder this week; Please return Report
Card envelopes
Feb. 18- See Planner for Math Quick Quiz details
Feb. 19- Grammar Packet due today; Quiz over –er and –
est
Feb. 22- Red Monday Folder comes home; Red “Monday”
Folder comes home today
Feb. 23- New Reading Log sent home
Feb. 24- Math Quick Quiz WS due
Feb. 26- Early Release Day