Ms. Emily - Newsletter

March 2015
  • 3/19 – Half Day - Dismissal at 11:40
  • 3/19 – PARENT TEACHER CONFERENCE 1 - 3 PM AND 5 - 7:30 PM
  • 3/27 – Birthday Party at 2PM


  • Important Information
    Scholastic code: KBZRT
    Room#: 310
    School#: 212 678-2829
    Email:
    msemilyps166@gmail.com
    March Newsletter

    Dear Families,

    Testing
    English Language Arts Exam: April 14th —April 16th
    Mathematics Exam: April 22—April 24

    Math Module 5 - Fractions In this 30-day Grade 3 module, students extend and deepen Grade 2 practice with equal shares to understanding fractions as equal partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line. This unit begins with students actively partitioning different models of wholes into equal parts (e.g., concrete models, fraction strips, and drawn pictorial area models on paper). They identify and count equal parts as 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in unit form before an introduction to the unit fraction 1/b. Next, students compare unit fractions and learn to build non-unit fractions with unit fractions as basic building blocks. This parallels the understanding that the number 1 is the basic building block of whole numbers. Later, students practice comparing unit fractions with fraction strips, specifying the whole and labeling fractions in relation to the number of equal parts in that whole. Students transfer their work to the number line. They begin by using the interval from 0 to 1 as the whole. Continuing beyond the first interval, they partition, place, count, and compare fractions on the number line. Also, they notice that some fractions with different units are placed at the exact same point on the number line, and therefore are equal. For example, 1/2, 2/4, 3/6, and 4/8 are equivalent fractions. Students recognize that whole numbers can be written as fractions, as exemplified on the number lines below. The end of the unit concludes the module with comparing fractions that have the same numerator. As they compare fractions by reasoning about their size, students understand that fractions with the same numerator and a larger denominator are actually smaller pieces of the whole. Topic F leaves students with a new method for precisely partitioning a number line into unit fractions of any size without using a ruler.

    Reader's Workshop: Biography This month marks a return to information reading for third graders--but information reading in a different structure: biography. Narrative nonfiction, as biography tends to be, is powerful, heady reading for third graders. Biographies are texts that teach about the past as well as the present, about one person and about how people can be in general. Students read stories about real people who have done remarkable things-- many of whom have changed the world-- and they can start to wonder about how to use their own lives to better the world. Students read about people who faced adversity and how they handled that adversity, and they can begin to consider how they themselves deal with adversity. We read to learn not only about the one person the book is about but also the group of people that person represents and the groups of people on whom that person made an impact. That is, we read biography not only to learn about specific famous figures, but also to learn about the world in which we live and the world in which we want to live.

    Please remind your child to read their biography book and chart their ideas/ facts in their reader's notebook each day for HW. *Reading volume and stamina should be increasing- reading longer than 30 minutes. Push your child to read a little more each night.

    Writing - Literary Essays This month, our class will begin a new writing unit on the literary essay. We will be writing about fictional short texts, as well as the work third graders will be asked to do on the state tests. Students will write literary essays that develop strong interpretive thesis about literature, support those thesis in organized ways, use textual evidence to efficiently support their claim, and transition seamlessly between reasons, evidence, and the like. Students will read and reread a familiar short story, then a familiar novel, and eventually they work across two texts. In this way, they progress from simpler, more straightforward literary essays to those built around more complex thesis to compare-and-contrast essays. Writing to defend claims about literature requires close reading, attention to literary craft, and the ability to cite and defend relevant textual evidence.

    Ms. Emily

  • If you were unable to attend Back to School Night and would like an overview of what was discussed, then please click the following link: Back to School Presentation
  • Thank You for Reading!