3rd Grade Newsletter

This is our 3rd Grade Newsletter! We will be sending this out twice a month for you to know what is happening in our classroom and at our school!

📖Reading

RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explic-

itly to the text as the basis for the answers.

■ RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; deter-

mine the central message, lesson, or moral and explain how it is conveyed through key

details in the text.

■ RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain

how their actions contribute to the sequence of events.

■ RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguish-

ing literal from nonliteral language.

■ RL.3.10: By the end of the year, read and comprehend literature, including stories, dra-

mas, and poetry, at the high end of the grades 2-3 text complexity band independently and

proficiently.

📝Writing

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

■ W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and infor-

mation clearly.

■ W.3.2a: Introduce a topic and group related information together; include illustrations when

useful to aiding comprehension.

■ W.3.2b: Develop the topic with facts, definitions, and details.

■ W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas

within categories of information.

■ W.3.2d: Provide a concluding statement or section.

■ W.3.4: With guidance and support from adults, produce writing in which the development

and organization are appropriate to task and purpose.

■ W.3.5: With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing.

■ W.3.8: Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories.

■ W.3.10: Write routinely over extended time frames (time for research, reflection, and revi-

sion) and shorter time frames (a single sitting or a day or two) for a range of discipline-spe-

cific tasks, purposes, and audiences.

Language 📢

L.3.2: Demonstrate command of the conventions of standard English capitalization, punctu-

ation, and spelling when writing.

■ L.3.2a: Capitalize appropriate words in titles.

■ L.3.2b: Use commas in addresses.

■ L.3.2c: Use commas and quotation marks in dialogue.

■ L.3.2d: Form and use possessives.

■ L.3.2e: Use conventional spelling for high-frequency and other studied words and for adding

suffixes to base words (e.g., sitting, smiled, cries, happiness).

■ L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings,

syllable patterns, ending rules, meaningful word parts) in writing words.

■ L.3.2g: Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

■ L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and

phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

■ L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.

■ L.3.4b: Determine the meaning of the new word formed when a known affix is added to a

known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/

preheat ).

■ L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same

root (e.g., company, companion).

■ L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clar-

ify the precise meaning of key words and phrases.

❗❗❗Upcoming Tests:❗❗❗

August 25th- End of Unit 1 Test

September 28th-30th- End of Unti 3 Assessment

3MA.B.3 use part-whole strategies to solve real life mathematical problems involving multiplication and division with whole numbers within 100 (3.PAR.3)

• 3.b represent single digit multiplication and division facts using a variety of strategies; explain the relationship between multiplication and division (3.PAR.3.2)

• 3.c apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100 (3.PAR.3.3)

• 3.d use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent (3.PAR.3.4)

• 3.e multiply one-digit whole numbers by multiples of 10, in the range 10-90, using place value reasoning and properties of operations (3.PAR.3.5)

• 3.f solve practical, relevant problems involving multiplication and division within 100 using concrete models, visual representations, and/or part-whole strategies (3.PAR.3.6)

• 3.i create multiple representations that demonstrate an understanding of multiplication and division (Extension)

• 3.j create a product, based on an authentic student topic of interest, to demonstrate the relationship between multiplication and division (Extension)

• 3.k apply multiple properties of operations to multiply and divide in relevant situations (Extension)

• 3.l apply understanding of multiplication and division strategies to critique the reasoning of others (e.g., after analyzing a scenario-based error analysis, plan a list of questions you would ask others to support their understanding and correct the error) (Extension)

3MA.D.5 solve real-life mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions (3.MDR.5)

• 5.a ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life (e.g., bar graphs, pictographs, dot plots) (3.MDR.5.1)

❗❗❗UPCOMING EVENTS❗❗❗

Novemeber 11th - Unit 3 Assessment

3MA.A.1 use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1000 (3.NR.1)

• 1.a read and write multi-digit whole numbers up to 10,000 using base-ten numerals and expanded form (3.NR.1.1)

• 1.b compare multi-digit whole numbers up to 10,000 using place value reasoning and >, <, and = symbols to record the results of comparisons (3.NR.1.2)

• 1.c round whole numbers up to 1000 to the nearest 10 or 100 using place value understanding (3.NR.1.3)

• 1.d create and justify scenarios where it would be reasonable to round and scenarios where accuracy and/or precision is more important (Extension)

3MA.B.2 use part-whole strategies to represent and solve real-life problems involving addition and subtraction with whole numbers within 10,000 (3.PAR.2)

• 2.b apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000; represent these problems using equations with a letter standing for the unknown quantity (e.g., 1,648 + n = 2,852); justify solutions using numerals, visual models, and/or words (3.PAR.2.2)

• 2.a add and subtract fluently within 1000 to solve real-life problems (3.PAR.2.1)

• 2.d create multiple representations that demonstrate an understanding of addition and subtraction scenarios (Extension)

• 2.e apply understanding of addition and subtraction strategies to critique the reasoning of others (e.g., after analyzing a scenario-based error analysis, plan a list of questions you would ask others to support their understanding and correct the error) (Extension)

• 2.f create a product, based on an authentic student chosen topic of interest, to demonstrate the relationship between addition and subtraction (Extension)

3MA.D.5 solve real-life mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions (3.MDR.5)

• 5.a ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life (e.g., bar graphs, pictographs, dot plots) (3.MDR.5.1)

Upcoming Tests!

December 14th - Quarter 2 District Assessment

December 17th - Unit 4 Assessment

3SS.F.26: locate major topographical features on a physical map of the United States

• 3SS.F.26.a: locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence

• 3SS.F.26.b: locate major mountain ranges of the United States of America: Appalachian, Rocky

3SS.F.27: locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe

❗❗❗Important dates:❗❗❗

November 6th - Unit 3 Assessment

3SS.C.23: compare and contrast early American Indian cultures and their development in North America

• 23.a: locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast

• 23.b: compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter

• 23.c: discuss how American Indians continue to contribute to American life (e.g., arts, literature)

3SS.F.28: describe how physical systems affect human systems

• 28.a: explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not

❗❗❗Important dates:❗❗❗

December 11th - Unit 4 Assessment

December 16th - District Assessment

Students are expected to obtain, evaluate and communicate information by engaging in the following indicators of achievement and embedded Science and Engineering Practices:

• 3a. construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived (GSE S3E2a)

• 3b. develop a model to describe the sequence and conditions required for an organism to become fossilized (GSE S3E2b) (Clarification statement: Types of fossils (cast, mold, trace, and true) are not addressed in this standard.)

❗❗❗Important Dates❗❗❗

December 10th - Unit 3 Assessment

December 15th - District Assessment

Students have 2 question in their nightly homework and will need to complete 15 minutes of iready math.

Want to further support your student at home?? Have your students log in to iReady math for 15 minutes.

Students will answer 1 question for Science and Social Studies in the nightly homework or review vocabulary words.

Students will read for 15 minutes and complete the multiple choice or written response questions each night on the ELA portion of their packet.

• November 3rd - Digital Learning Day

• Novemb er 6th - Social Studies Unit 3 Assessment

• November 11th - Math Unit 3 Assessment

• November 18th - Field Trip to Sparkles

• November 23rd t-27th - Thanksgiving Break (No School)

• December 10th - Science Unit 3 Assessment

• December 11th - Social Studies Unit 4 Assessment

• December 14th-16th - District Assessments

• December 17th - Math Unit 4 Assessment

• December 21st-January 4th - Winter Break (No School)

• December 22nd - 100th Day of School!