This week the class will continue to work on a study guide for soil. This guide along with the science book will come home on Tuesday. The test will now be on Friday. Please spend Tuesday, Wednesday, and Thursday reviewing lessons 1-4 on pages 66-94. We have highlighted the important parts.
Students will work on 3, 4, and multiples of 10 this week. The class works in small groups throughout the week. Many students are doing so well on their multiplication that they are moving on to cross multiplication with several digits! We will also work on problem solving with the use of tables this week.
We will be reading Balto, The Dog Who Saved Nome this week in class. “Dear 2013,” will be our writing prompt for this week as the students set an academic goal and brainstorm three ways they plan on reaching this goal. Students will also be working on homographs and using them in their writing.
A few students have decided to try to complete a Skills Challenge of the Week that was distributed in class to interested students only. This is optional and completed challenges may be turned in on Friday for a Bee Buck.
Coming home today is an optional AR challenge and can be found on a blue sheet of paper. This would be in addition to the genre of the month. The genre for the month of January is realistic fiction.
Spelling Test 1/11
EOS Balto Test 1/18
Making and reading timelines will be the focus of our lessons this week. Students will be introduced to the following terms:
- Chronological order
Thank you for sending in the timeline photos for WednesdayJ
Starting in third grade, students are expected to begin the process of applying what they have learned in class. Study guides are provided as a guidance as to the topics that will be tested on. The class will be expected to take this material and apply what they have learned. For example, we may say that know what a sedimentary rock is and give the definition in a study guide. On the test, the students will be asked to describe how to make a sedimentary rock like we did in a lab in the classroom. They will then be asked to describe how it is different from an igneous or metamorphic rock using examples.