Sunday, January 13, 2019

January Curriculum Update

Reading:

Mysteries are the perfect vehicle for teaching foundational skills that lie at the heart of engaged reading. Students leap at the chance to do the work required to “get” the mystery, following ideas across their texts, seeing cause-and-effect relationships, and predicting outcomes. And, of course, mysteries naturally push kids to infer—to notice clues and to wonder more about them; to consider how part of one chapter relates back to what was learned in an earlier chapter; and to wonder when characters are really telling the truth. 

In this unit, students will: 
· Learn to read closely to catch key details, 
· Learn to think back over and accumulate details, developing hunches, suspicions, predictions 
· Become more skilled at gathering information from texts by rereading and annotating 
· Transfer what they learn about mysteries to other types of fiction 
· This unit is intended to follow Building a Reading Life in the Units of Study series and to reinforce many of the key lessons on foundational skills taught in that unit. It can, however, also come later in the year. Its clear instructional arc will support and engage a wide range of learners. 


Writing: 
We Wrapped up our unit on Informative Writing. Students have done an amazing job with their final drafts and it is clear that students are experts at many things! They have done a good job implementing structures of a non-fiction, organizing, and elaborating on their written pieces. 


Opinion Writing: 
In the next couple of weeks, students will be starting Opinion writing. To start the unit, third graders will gather and support bold and brave opinions as they write. Students will learn that persuasive writers look at their world and imagine how it could be better to grow ideas for possible writing projects. They’ll see problems that need to be addressed and imagine solutions. In the final bend of this unit, students will work in collaborative groups to support their causes. These groups will decide on various projects they need to create to get others to act for their cause. To finish off the unit, students will write a final piece and consider where in the world the text should go for it to reach the particular audience. This entire unit will allow our third graders to put their civic responsibility into action through writing! 


Math:
Perimeter, Angles, and Area: 2-D Geometry and Measurement 

This unit focuses on understanding and finding perimeter and area using standard units of measurement, and on classifying 2-D figures. Students use standard measurement tools to measure the length of objects and the distance around 2-dimensional figures (perimeter). They use square units to measure the amount of space a given object covers (area). Students build on work connecting arrays and multiplication, and find area by multiplying length and width. They also recognize area as additive: a shape can be composed and its area found by adding the areas of the parts. Students look at rectangles that have the same area and different perimeters, and the same perimeter and different areas. Students also identify attributes of triangles and quadrilaterals, and explore different categories of quadrilaterals. 

Social Studies:
Geography 

Our geography unit will include learning activities that help students use various types of geographic tools to develop spatial thinking. This month we will focus on us being able to read and interpret information from geographic tools as well as practice finding oceans and continents, major countries, bodies of water, mountains, urban areas, the state of Colorado and neighboring states on a map. 

Science:
Matter 

Throughout every science unit, all third graders are using critical thinking to demonstrate the process of inquiry. By experimenting, reading articles, discussing and reflecting. Students will learn the scientific process and how that is essential with their new learning with identifying the states of different types of matter. Through Foss Investigations, videos, literature and class activities, students will discuss different attributes of solids, liquids, gases and plasma while using evidence to develop a scientific explanation around how heating and cooling affects states of matter. Our grade-level science day later in the year will allow students to practice analyze, interpret and write observations about matter as it freezes and melts, and boils and condenses.

Friday, October 26, 2018

Interpreting CogAT Scores

The CogAT tests three different
types of cognitive abilities.
There’s the verbal section, which evaluates your child’s ability to remember and change
sequences of English words. The way your child understands the words are
measured, and so is their ability to infer implications based on the meaning of those words.

The quantitative portion of the test is all about numbers. Your child’s ability to find
relationships among numbers and equations are measured. They may be asked to state 
what number comes next in a sequence. They may also be asked to use numbers and
symbols to form the right equation.

Finally, there is the nonverbal part of the test. This is mostly about shapes and symbols.
This portion examines the reasoning skills of your child when it does not involve words at all.
Your child may be asked to choose which shapes are most alike, for example. There are
paper folding questions for older grades where your child’s spatial abilities will be tested.


You may have heard of Composite Score, in which the total score is derived for all the
batteries of tests. If your child scores 90 on the composite score, then it means that the
child did better overall than 90% of the students in their age group.


Standard Age Scores (SAS). For each portion and the composite, you’ll then see an age
score. These scores tell you how your child compares to the other students in their age
group.
The SAS has a mean of 100, which just tells you that a score of 100 is average for the
age group. It has a standard deviation of 16, which is just a fancy way of saying that
most students fall within 16 points of the mean (84 to 116). So a child who has an SAS
score of 130 reveals that the child has a higher level and a faster rate of development in
verbal reasoning skills than the other children in their age group.
Stanine Age Scores. The next batch of scores range from a low of 1 to a high of 9, and
they group percentile ranks to give you a clearer idea of your child’s ranking among others of their age. A score of 9 means that the child is among the top 96% to 99% of the students
in their age group.
Age Percentile Rank. This is just a more specific idea of how the child ranks among their age group in the entire country. So a score of 82 on a the verbal portion means that 82% of the students in their age group in the country scored less than your child did.

Wednesday, October 24, 2018

October Learning

Math:  Addition, Subtraction and the Number System
This unit focuses on understanding and extending knowledge of place value and the number system to 1,000, and adding and subtracting accurately and efficiently. Students use a place value context (the Sticker Station) to represent numbers as hundreds, tens, and ones, and find equivalent ways to use 100s, 10s, and 1s to represent a given number. They construct and locate numbers on a 1,000 Chart. They also develop strategies for adding and subtracting 2-digit and 3-digit numbers with sums and differences to 400. Students encounter a variety of different addition and subtraction problems types.

Literacy:       
We have officially wrapped up Unit 1 in reader’s workshop. This unit invited the children to the workshop model and taught how to use a reading log to keep track of their independent reading. They will begin a reading notebook, a place where they will capture their thoughts about reading and explore and improve their reading skills. The third graders will come to see a reading life as something they control and own. Students loved reading Stone Foxas their mentor text. We explored and enjoyed building on our background knowledge, predicting, creating metal images, summaries and author’s craft during the interactive read aloud, shared reading, and mini-lessons.  After fall break we are excited to dig into non-fiction stories and dive deeper into grasping main idea and text structures. 

For Writer’s Workshop:  
We are working on finishing up our personal narratives. We will also work on the structure of writing and how that helps the reader better understand, retain information, and gain meaning from our writing. By mid October we will be starting informational writing.  This will tie in nicely with our readers workshop!

Social Studies: 

Students have done a great job exploring the structure of a successful community.  We studied civics and  focused on rights and duties of citizens and how the government works.As responsible citizens students within our Colorado community, we will add to our background knowledge, analyze and take action on how to become a positive influence within our community.  

Thursday, August 30, 2018

September Curriculum Information

MATH
In math our first unit is understanding equal groups.  This unit focuses on students’ understanding of multiplication as combining equal groups. Students will be writing, representing, and solving multiplication problems in context. They will be identifying the number of groups and the number in each group (the factors), and the total number (the product). Students will also understand the relationship among skip counting, repeated addition and multiplication.  Lastly, we will build on the inverse relationship between multiplication and division.

LITERACY
Reading comprehension refers to the ability to acquire meaning from written text. When students enter third grade, they are no longer learning to read; they are now reading to learn. Our reading curriculum relies heavily on comprehension strategies instruction. That is, students are taught a variety of strategies to apply before reading, during reading, and after reading in order to make the most meaning from a text. In reading our first strategy we will be working on is, activating our schema with building our knowledge through different types of connections and making sure that we are choosing books that are at their level.

For Writer’s Workshop we will be focusing on Personal Narratives. Students will learn to take everyday events of their lives and stretch them out into a well-structured story. Students are learning that in order to do their very best to communicate these stories they need to create a plan, then apply that to their writing.

SOCIAL STUDIES
For our social studies unit we started our learning with comparing communities from the past to the present. We have discussed museums, and the importance of preserving and learning about history through objects and others research. Students now have an understanding of what makes a community.  We will be exploring local history that will allow students to grasp how communities change overtime. It will be fun for the students to get a hands on experience with the Plains Conservation Center.  They will learn about a modified homestead, one room school house, and daily chores that happened in the “good old days”.  Thank you for your support in helping your child choose an artifact to research for our class museum.


DATES TO REMEMBER
September 3: Labor Day-No School
September 4: Field Trip to the Plains Conservation Center (9:30-2:00 Students need to bring a sack lunch and be prepared to be outside for most of the day).
September 10, 12, 14: CogAT Testing
September 27: Parent Teacher Conferences
October 4: Parent Teacher Conferences

Monday, July 17, 2017

All About Miss Robart

        Hello! My name is Miss Robart, and I will be your child’s third grade teacher. I am excited to teach third grade because the kids have so much enthusiasm for learning and they make tremendous growth throughout the year. I taught Title One reading for three years for students in grades kindergarten through fifth, and then three years of third grade at Glen Oak in Columbus, Ohio. I taught first grade the past two years at Gold Rush. I moved too Denver two years ago from Ohio. I had always wanted to move to Colorado since I was in middle school after taking many family vacations skiing at the resorts in Colorado.

      I am originally from Piqua, Ohio. I have one sibling who is two years older, and she is a respiratory therapist at Ohio State University medical center. I attended Ohio University for my undergraduate program and I completed my master degree from Ashland University. I am eager to use all of the knowledge I gained to help your child be successful in third grade.


    I spent most of my summer reading, running, riding my bike and hiking.  I enjoy staying active and healthy. I love to run and play volleyball whenever I get a chance! I look forward to our year together, getting to know you and your kids, and building strong partnerships with families!


My Favorites:


Movie: I Am Sam
Book: One and Only Ivan
Color: Pink
Food: Seafood
Drink: Milk
Sport: Volleyball and Skiing
Season: Winter
Animal: Pugs
Hobby: Painting and Running