Dear Families,

Thank you so very much for the thoughtful notes, cards, and kind words I received for Staff Appreciation Day. You make me feel so special. I am grateful for all the gestures of appreciation. I am such a lucky woman! I get to spend my day with terrific children doing what I love doing. In what other profession can I watch twenty-one enrapt faces gaze upon the intricate wings of a dragonfly magnified to the size of a tennis racket? Where else can I experience the sense of awe and wonder as I help children learn something brand new and then enjoy a comparable thrill and excitement as I learn as well? In what other profession can I go outside to play, bring a stuffed animal to work, and be a fashion trendsetter by wearing purple sparkle Converse high-tops? I am blessed and extremely grateful. I thank you from the bottom of my toes for sending your amazing child to me each day!

There are so many exciting things happening in 3JS this month, I hardly know where to begin. Math has been very interesting as we apply what we learned about multiplication and division to our work with fractions. Fractions are a completely new concept for most of these children, and one that is a bit tricky to completely comprehend. The more we work with fractions, using them for comparison (If I have 4 cookies and you have 12, then I have 1/3 as many cookies as you do) and for solving problems (If 1/2 of my cousins have red hair and I have 16 cousins, how many have red hair?), the more understandable fractions are becoming. Third grade math is so exciting!

The best thing you can do to support your child's success in math right now is to help him/her continue to practice the addition, subtraction facts and memorize the multiplication and division facts 0-12. Here are links to some articles about how to accomplish this. I hope you find them helpful.

http://math.about.com/cs/arithmetic/a/timestables.htm

http://math.about.com/bltricks.htm

http://math.about.com/library/blmathfacts.htm

http://math.about.com/b/2008/11/10/the-bare-facts-about-learning-the-facts.htm

We worked very hard on our Minnesota Research Projects and it paid off as we presented our final projects to Mrs. Flakne and Mrs. Bailey. Children picked a Minnesota bird to study. Completing this project exposed students to so much learning. They have gained strategies for reading nonfiction material, choosing and limiting topics for inquiry, and taking notes from more than one source.

After compiling and organizing their information, students synthesized their notes into paragraphs. They wrote an introduction, paragraphs explaining what they learned about their topic, and a conclusion paragraph summarizing what they learned and the process they went through to complete this project. Students also used the Internet to find photographs to compliment their report.

Finally, students made a poster that they shared. These children have all been working very hard and are learning so much! They did a remarkable job with this project.

Here are the exciting events coming up between now and the end of the year:

The following Fridays will be the non-uniform days for students for the remainder of the year:

• Friday, May 20
• Friday, June 3

May 10-24 is the Jam & Jelly Jamboree! Families in need often depend on school lunches. When summer vacation begins the need for "kid friendly" food grows even greater at our neighborhood food shelf. Food shelves are able to buy peanut butter in bulk, but the jam and jelly shelves are often bare. If your family would like to donate jam or jelly, please send donations to school May 10-24. No glass containers, please. The food shelf is also in need of these items: empty egg cartons, paper grocery sacks, and swim suits for the clothing closet. We will happily accept and deliver these items to S.T.E.P - St. Louis Park Emergency Program. Thank You!

Friday, May 20 is Field Day. We will enjoy the annual picnic lunch on the Chapel Green before the Field Day events. Lunch is early that day, around 12:OO and we finish the events just in time for dismissal at 3:15. You are invited to attend any or all of the afternoon’s activities that day, beginning with lunch. The actual Field Day events begin at 1:00 and are located on the football field or across Ottawa Ave. on the practice field. I hope you will be able to come, as it is a thrilling afternoon.

• Please also be aware your child will be outside all afternoon that day. A hat and sunscreen are a great idea. Water is available for all athletes. Thanks.

No school Monday, May 30 due to Memorial Day.

On Monday, June 6, 3JS will meet as usual at 8:15 in room 20. We will be together until Closing. Then, the Lower School Closing Program is at 11:30 in the Chapel of the Holy Spirit. 3JS will return to room 20 where you should meet them. After Closing, these darlings are yours to take home and enjoy!

Thank you again, for remembering me on Teacher Appreciation Day. Your thoughtfulness means so much to me. I appreciate the opportunity to work with your child. Have a great month!

Fondly,

Barbara

April 3, 2011

Dear Families,

Happy spring!

This is such an exciting time in the third grade phenology study. There are so many changes happening all around us. The red-winged blackbirds and the great blue herons have returned to our campus. The trees are beginning to bud. It is quite pleasant to walk around outside as we make notes about the transformation happening around us. 3J♥S is having fun learning about what is happening outdoors in spring.

March 31 through April 1st, I attended the MN Science Teachers Association Conference in Mankato where I presented a session about teaching science and nature inside and out. I enjoyed sharing with other teachers the great things our students are able to do in science at Breck because of our extensive and diverse campus. I also attended presentation and learned a lot. It was a terrific experience.

This month, 3J♥S is going learn about the eight phases of the moon. We will begin to learn about the moon's appearance as it travels across the sky during a month. We will learn the difference between a waxing crescent and a waning gibbous moon and why the moon appears the way it does.

We have finished the unit in math introducing multiplication and division. Students caught on very quickly and did a great job with these concepts. I was very pleased. The challenge continues to be to memorize the math facts so children know them automatically. The Math Expressions program the Lower School uses for math instruction does a great job supporting children in learning the facts as well as their understanding of the concepts of multiplication and division. However, it is very important for students to continue to work to memorize and practice the addition, subtraction, multiplication and division facts at home. The links below are to sites with games that emphasis answering multiplication problems quickly. Some of these sites may contain ads or material I have not pre-viewed, so as always, please be sure monitor your child's use of these sites and the Internet in general. Thank you!

http://www.oswego.org/ocsd-web/games/SumSense/summulti.html

http://www.arcademicskillbuilders.com/ -- look for Meteor Multiplication under single-player games

http://www.oswego.org/ocsd-web/games/Mathmagician/mathsmulti.html

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/flash3.shtml

http://www.amblesideprimary.com/ambleweb/mentalmaths/testtest.html

http://www.playkidsgames.com/games/mathfact/mathFact.htm

Our current unit of study is fractions and decimals. This is truly uncharted territory for 3J©S. As we are working on fractions, it has become clear to children just how important knowing the multiplication and division facts really is when learning these new concepts.

In Language arts, students are working on their "inquiry project." I asked students to pick a Minnesota bird. Children will be working on these projects over the next few weeks. They are applying new skills and strategies - skimming for information, note taking, and synthesizing the information they gather into their own original paragraphs on their topic. These important skills are taught and practiced repeatedly at an increased level of sophistication as your student moves through school. Third graders will type their report and then make a poster high-lighting what they learned. They will then present their research to their classmates.

Tuesday, April 12, we will go on a field trip to the Lowry Nature Center. There we will learn about and observe bird banding. We will also look for aquatic invertebrates that live in our lakes and ponds. Wait until you hear how we will do that! The Lowry field trip is a non-uniform day!

This month we will have our last biddying opportunity. It has been very interesting watching your child rise to the occasion, as s/he becomes a "lunchroom leader." The pre-k or kindergarten children, who are the responsibility of a third grader really look up to the "big kid" at their lunch table. I have been very proud of 3J♥S!

Dates to Remember

April 11-April 18 – We begin our last go-round of biddying.

During that period, our lunch is from 10:50 to 11:40.

April 15 – Lowry Nature Center field trip – 8:30-12:30

It is a Non-uniform Day!

April 15 – Applause Auction - Look for the "Nature Walk with Mrs. J♥S" listed on the top of page 29 in your Applause Auction Catalog.

April 29 – Final WordMaster Challenge.

Remember, words from the new list, as well as the last two lists, will be on this final test.

April 22 – Good Friday • School not in session

May 20 – Field Day

Have a wonderful month. Enjoy this beautiful spring!

Fondly,

February 2, 2011

Dear Families,

This month's C.A.R.E. word is "KINDNESS." If ever there were a class that exemplifies kindness, it is 3J♥S. These children are very thoughtful and caring. I have noticed this especially as the children began to biddy in January. If you are not familiar with this term, it is a tradition at Breck for older students to serve the pre-kindergartners and kindergartners at lunch. We call this biddying. Third grade takes over for fourth grade in January. We began our rotation at the end of Jan and we continue biddying until Feb 7. We will do it again in the spring. It is a great opportunity for children to have a position of responsibility and to be looked up to by the youngest members of our community.

Next week, we will have the opportunity to sit down once again to discuss your child's progress thus far in third grade. I am very excited to have the chance to share with you all that your child has accomplished and what we hope to complete during the remainder of the school year. For the second round of conferences, bringing your child is again encouraged but also optional. If you want your child to attend only a part of the conference, we can dismiss him or her to the library or commons. I look forward to seeing you then.

Portfolio Sharing in room 20 is a bit different from what you experienced in second grade. At the end of our conference, I send your child's precious Showcase Portfolio home with you for a week. My hope is that this allows you, as a family and in the privacy of your own home, as much time as you need to review your child's body of work. Then, before you return the portfolio, I ask that you fill out a reflection sheet and return it with the portfolio. On this sheet, I ask you to share with me what you noticed, thought and/or wondered as you looked over your child's work. I believe it is important we demonstrate to children that we value the work they do by giving it the time and attention it deserves. I hope you will find this a beneficial and enjoyable activity.

LANGUAGE ARTS

We have been working very hard on an essential third grade concept and we have been doing so in a couple of curricular areas. This key concept is:

A paragraph is made up of:

• A Topic Sentence (which tells us what the entire paragraph is about),

• Detail Sentences (which tell more about the topic), and

• A Conclusion (intended to wrap things up and gives closure to the writing).

This is a fundamental skill for third graders to learn. It takes a lot of practice for children to master and then to consistently use this proper paragraph format. We are working to follow this format for paragraphs whenever we write. They are to use it in reading when children respond to the books they have read. They are expected to use this paragraph format when writing their monthly reflections for their portfolio. In science, children are writing about what they have learned or observations they have made and, again, I expect this paragraph format to be used. Using the proper paragraph style is an important part of the third grade writing curriculum.

We have begun the process of learning how to "research" a topic. "Research" is really a misnomer for what third graders are doing when they study a topic. This work can more accurately be called an "inquiry" or "investigation." Students are going to find out about a Minnesota raptor and then share their learning with their classmates.

I begin this process by modeling an inquiry method of research for children. First, I choose a topic I want to know more about. I then list what I already know about my topic. After that, I teach how to skim non-fiction books for information about the topic. I demonstrate how to take notes without using complete sentences and I show students how to cite their sources. Included in this instruction is a discussion about the "features" of non-fiction writing. Some of these features are: table of contents, index, captions, and glossary.

Once I gather all the information I need, I show children how I write paragraphs, in my own words, synthesizing the information I gathered from all my sources. Often third graders include information they have "heard" or they think they know about a topic. I emphasize the use of only the information that I have documented and cited in my bibliography. Finally, I work to revise (re-reading for clarity and meaning) and edit (looking at the mechanics and spelling) the writing to make it the best it can be. Students will follow this same procedure as they learn more about the raptors they chose.

Students are given a couple of choices as to how they will present their work. They may make a brochure, a PowerPoint presentation, or designing a poster. Every child must also produce a written a report. This report requires the author include paragraphs written on the topics they have chosen, photographs and/or diagrams, captions and a bibliography.

As children work through this process, they will have the added benefit of having another teacher in the room. Mrs. Flakne, our incredible media specialist, will be with us, assisting children and me as we do this very important third grade work. Mrs. Flakne is an incomparable resource and we are lucky she has made herself available to us.

MATH

This is an equally exciting time in math in third grade. We have finally begun multiplication! Children are very excited about this. My expectation for children is that they first learn the concept, that multiplication is adding the same number a certain number of times. Once they understand the concept, we will focus on memorizing the multiplication facts, and applying their understanding of multiplication to solve problems.

We are continuing our three-minute math fact "timings." Children are making progress memorizing the their facts, however, nearly every child in 3J♥S could increase his or her speed. Knowing the addition facts is an essential component for success in multiplication. It is very helpful if children know their addition facts automatically (without having to count to find the answers). It will make this exciting new concept easier to master and help students be successful more quickly!

To help with this, I am sending home the "math timings" folder, which we've used since the beginning of the year. Your child has been taking a three-minute math timing on basic facts starting at the level where s/he was challenged for automaticity. We have been steadily learning these facts and graphing our progress on the bar graph.

As I mentioned, we have now turned our focus to multiplication and division. Because of that, we have switched basic fact timings to align with what we are doing in class. I am giving every student a new math timings folder and everyone will now be timed on multiplication facts, starting with x2 (doubles). I do not want to abandon the learning of + and – facts however, so I am also sending home the materials and instructions to continue this learning at home. It is very important for your child to learn the addition and subtraction facts automatically. It is critical to his/her speed, accuracy, confidence and success in math. Thank you so much for your help with this!

SCIENCE

Science has also been the source of interesting learning. I am certain you heard we dissected owl pellets in room 20. We began learning about raptors, birds that eat meat and share a number of common characteristics. We had a visit from the Raptor Center and enjoyed the excitement of having a huge bald eagle in our commons.

After dissecting the owl pellets, we identified the bones they contained and attempted to reconstruct the owl's meal. This also leads us into a discussion of the Food Web. In our owl pellets, we found the bones of many voles, some shrews and at least one rat. The bones are then used to reconstruct the skeletons of the owls' prey. These skeletons are on display in our classroom.

We took advantage of the arctic chill in January to do some experiments, with varying degrees of success. I tried to produce a "bammer" (a hammer made out of a banana) by leaving a banana outside. My research led me to believe that leaving a banana outside for a couple of hours when the temperature was -20 degrees, would produce the desired result - being able to hammer a nail into a piece of wood using only the bammer. Sadly, this information was flawed. Our experiment failed, but using the true scientific method, we made a new hypothesis - a bammer needs more time to acquire the optimum level of rigidity. Hopefully, we will have the chance to test this theory before winter is over.

I also wowed my audience by making a "cloud" by throwing a cup of boiled water into the frigid air. This worked wonderfully. Finally, I blew bubbles, which froze immediately causing them to roll on the ground or leave a "skin" behind when they popped. The children stood in the glass hallway that leads to the performing arts department while I performed these amazing feats of science outside. No children were harmed in the demonstration of these science experiments.

GENERAL INFORMATION

I hope your family has become accustomed to the new expectations for reading homework. Remember, now 30 minutes, 5 nights a week is our goal. If you have any questions, please let me know.

Thank you for your support of the Jump-A-Thon. Our class raised over $1000.00. The children had fun but also worked hard. They will be rewarded for their efforts (and for reaching our classroom goal) with a Pizza Party. Hurray for 3J♥S!

It is time to think about the last party of third grade - the Valentine's Party! Here is everything you need to know about the party and how 3J♥S will celebrate our friendship!

I am asking children to bring in a shoebox-sized container to use as a "valentine mailbox." This box should meet three criteria:

• It should be DECORATED FOR VALENTINE’S DAY,

• It should have A LARGE ENOUGH SLOT IN THE TOP TO ALLOW FOR EASY VALENTINE DELIVERY, and

• Your CHILD’S NAME SHOULD BE WRITTEN ON THE BOX and should BE EASY TO FIND AND READ.

These boxes may come to school anytime after Tuesday, Feb. 8. We will have our Valentine's Day Party on Monday, February 14, from 10:30 to 11:30. It will be in our classroom with just our class attending. I have already sent home a class list for children to use as they make their valentines. It is important that children make a valentine for everyone in our class so no feelings are hurt. Valentines may also come to school after Feb. 8. I will hold them for delivery until Valentine’s Day.

The Lower School Book Fair runs Monday, February 14 through Friday, February 17. This is a great opportunity to have your child choose a book or two. Book Fair Permission Sheets should be filled out and returned to me by Fri, Feb. 4. We are attending the Book Fair on Monday, Feb. 14 at 10:00, right before the Valentine's Party.

Remember, you have a HOMEWORK ASSIGNMENT which is due TUESDAY, FEB. 8 (sorry about any confusion about the date).

FEB. 14 IS A NON-UNIFORM DAY! It is a dress in red, white, or pink day to celebrate our friendship!

Also, remember, the second WordMaster Challenge is Tuesday, Feb. 22. Words from the first list will also be included on this second Challenge.

Two Book Drives are currently going on in Lower School! From February 2 - 24, Kindergarten students are collecting gently used early-reading, story and picture books for a kindergarten class in need, and our Friends of the Library students are collecting books for seniors at nearby nursing homes. They welcome best sellers, mysteries, biographies and LARGE PRINT books. Books are being collected on the 3-4 stage in our commons. Thanks!!!!!

You no doubt heard about our visiting practicum teacher from South Korea, Jin Seyoung. Seyoung spent almost two weeks with us last month. She made a lasting impression on me and, I believe, on the children, too, if the lovely letter they wrote to her are any indication. Thank you so much for supporting that homework project. The booklet we put together with the childrens' letters touched Miss Jin deeply. We wish Jin Seyoung gook luck in her future teaching career. I know she will do a great job.

IMPORTANT DATES LOOMING ON OUR HORIZON:

• Tuesday, Feb 8 – Parent Homework Assignment is due to me.

• Thursday and Friday, Feb 10 & 11 – No School, for Parent-Teacher Conferences.

• Monday, Feb 14 - Valentine's Day Party, 10:30 – 11:30 and it is a non-uniform day! It is dress in pink, white and red day. The Lower School Book Fair begins.

• Friday, Feb 18 – No School, Teacher Workshop Day.

• Monday, Feb 21 – No School, Presidents’ Day

• Tuesday, Feb 22 - WordMaster Challenge

Thanks for your support and for all you do for these great kids and me! Have a great month and a "love-ly" Valentine's Day!

Fondly,

Dear Families,

The day we come back after winter break is one of my favorite days of the school year. Everyone is so excited and happy to see one another. Each child is bursting with stories to tell. Some have tales of amazing travels to far off places while others tell of fantastic adventures that happened right in their own homes. There is an incredible, fresh energy that cannot help but have an influence on the next learning experiences we are poised to begin. Welcome to the second half of third grade.

In social studies, as part of our look into the history of our state, we will discuss the fur traders or Voyageurs who traveled through northern Minnesota. These rough characters came from Europe and Canada paddling huge canoes to trade with the Native people in the region. They bartered using cloth, trinkets, cooking pots and the like for pelts of fur, mainly beaver. The Voyageurs were very often of French decent. They traveled by paddling huge canoes and on foot with their canoes held up over their heads. These robust, hard-working men had a strong influence on the history of Minnesota.

In conjunction with Martin Luther King Day, I am going to conduct a little "social experiment" one day during the week of Jan. 18. The purpose of this is to devise a situation in which these kind, sweet and accepting children can begin to understand what racism and discrimination might feel like. To achieve this, I behave as if I favor children who have dark hair (as I do), and show prejudice against students who have light hair. The dark-haired children will be able to function in the classroom as they always do. The light-haired children will find life a bit different from what they are used to in room 20. They will sit away from where I am teaching and working with the dark haired students. Their pencils will be short, stubby, and have no eraser. They are not allowed to use the drinking fountain in the classroom. They may not leave their seats without permission. They will be given dry, boring worksheets and must work in complete silence.

It is always very interesting to observe how children react to this new classroom dynamic. I have done this for a number of years and each year is a bit different. Most of the children who do not have blond hair will begin to giggle nervously and shift about in their seats, clearly uncomfortable and not exactly sure how to react to the obvious inequality and to my appalling behavior. The blond kids understandably become upset, but generally do not challenge me. Sadly, I can never keep up the charade for very long. I feel too guilty.

At the conclusion of the "experiment," I gather all the children in the meeting area to process the experience. I explain what I was doing and why I did it. We discuss the myriad of emotions this activity evokes in both groups of children. Students talk about how it felt to be the dark haired children (lucky, uncomfortable, happy, sad, confused) and how it felt to be the blond haired child (angry, hurt, alone, confused, mean, distrustful). We also discuss the fact that the decision about who was "privileged" and who was "disadvantaged" was completely arbitrary and based on something over which one has no control.

Then I read aloud a powerful picture book called Freedom Summer by Deborah Wiles. It is about two boys, one white and one black, who are friends and live in a small town in the south shortly after the "Jim Crow" laws were repealed. The boys are so excited because now they can finally swim together in the town's public swimming pool. As it turns out, the town's people would rather not have a pool if it means just anyone can swim there. A huge truck pulls up one day and the pool is filled with asphalt. No one is going to swim in that pool!

This hair color activity is very powerful. I do not do it cavalierly. I am usually pleased with the way the students process the experience and the insights they gain about themselves and their attitudes about what is fair. I hope you can continue this discussion at home as a family. I would love to hear about any interesting conversations.

If you are interested in learning more about this activity, go to http://www.pbs.org/wgbh/pages/frontline/shows/divided/. That's a link to a Frontline story about a teacher who did this same thing on a MUCH larger scale with her third graders in 1968, on the day after Martin Luther King was shot. The class was filmed going through this exercise. I found it fascinating and very thought provoking!

Naturally, for this to work, children cannot have prior knowledge of what I am going to do, so please don't spill the beans. You will no doubt hear about this activity after it is over. It will certainly be mentioned in the "Today I learned" section in the assignment notebook on the day we do it. Let me know what you hear. If you have any questions or concerns, please feel free to call or email me.

This month’s C.A.R.E. word is Joyfulness. We will discuss what it means to be joyful - what it feels like, looks like, sounds like, and why is it important to feel and to share with outers.

We are just finishing the math unit dealing with algebra and strategies that can be used to solve story problems using addition and subtraction. Students are doing a great job and seem to enjoy it, too. We will begin multiplication and division next! Students are very excited to begin learning this very grown up math skill. Please continue to use the flash cards I sent home with your child's Christmas present to help your student become proficient in the addition and subtraction facts. The more automatic the facts are for your child, the easier s/he will find learning multiplication to be.

I am sending home the second WordMasters word list. Woo-hoo! Our second "Challenge" will be given on Tuesday, February 22. Remember, words from the first list will appear on the second Challenge. I have included them on the back of this new list sheet. Good luck one and all.

We are all beginning our next round of book clubs. We are continuing to discuss and practice comprehension strategies. I have been very pleased with the high level of responsibility demonstrated by students as they read their book club reading assignment each week. We have had some wonderful discussions and I can tell children are invested and engaged as they read their book club books. Thanks you for supporting your child in this.

We have some exciting news. On Jan. 18, we will be hosting a young woman from Korea who is studying to be a teacher. She will be with us observing until Jan. 28. Her name is Jin Se Young and we are happy to have her with us.

One of the very first things we did upon returning to school on Mon, Jan 3 (right after completing a huge clean of our classroom and materials) was to go outside and look for animal tracks in the snow in the woods and around the pond. We saw so many. When we retuned to the room, we used some field guides to determine what animals had made the various tracks. We saw something that looked like this.

We discovered tracks like these are mad by shrews. You can see where the shrew dragged it tail. It was very interesting.

Upcoming Events and Important Information:

£ For the second half of the year, the expectation for reading at home has increased to 30 minutes, five days a week. This will help increase students’ reading stamina.

• Friday, Jan 14 we have no school due to Faculty Workshop and Monday, Jan17 there is no school in celebration of MLK Day.
• We are now skating. The date we skate are as follows:
• Tues, Jan 4 – Day 2
• Weds, Jan 5 – Day 3
• Fri, Jan 7 – Day 5
  
• Mon, Jan 10 – Day 6
• Weds, Jan 12 – Day 2
• Thurs, Jan 13 – Day 3
• Weds, Jan 19 – Day 3
• Thurs, Jan 20 – Day 6. This is our last day of skating in third grade!!
• Please remember to send all appropriate outerwear for recess everyday. We go outside unless the wind chill is -10 or colder.

Have a wonderful and relaxing month.

Stay warm! Read Lots!

Fondly,

December 16, 2010

Dear Families,

I cannot believe that in two weeks we will be on Winter Break! There is so much I want children to accomplish before we go on vacation. I think we will all be ready for a little time off by Dec. 17!

Something we experience every December is ERB Testing. The ERB Tests are standardized achievement tests that children are given for the first time this year. At Breck, students take these tests yearly from third through eighth grades. The tests the students take this year are considered practice tests. A letter will be sent home explaining the process in more detail.

We will begin testing sometime this week and will complete the subtests as our schedule allows over the next two weeks. We do about an hour of testing a session. You can help with this in a couple of ways.

First, please try to ensure your child has plenty of rest and a good breakfast each day. This is so important!!

If possible, please try to avoid appointments that cause your child to miss school.

Finally, please try not to make a “big deal” out of these tests. That could cause children to become anxious and overly concerned.

It is very helpful for children to be alert, relaxed, “fueled,” and ready to enjoy the process. Well, if not actually enjoy it, then at the very least, not find too objectionable. Thank you for your help with this!

I so enjoyed Grandparents’ Day! It is always fun to meet the children's special visitors. There was so much activity going on in our classroom. It was lovely to see children sharing all that we do in third grade. Students and their visitors were busy filling out family history questionnaires, stringing cranberries and popcorn for the birds, or coloring turkeys. Activity spilled over into the commons and the media center where families were looking through Showcase Portfolios, making pine cone bird feeders, and Ojibwa people were demonstrating how to make dream catchers. It was a wonderfully enjoyable morning. Thank you to Mr. Otto for serving as our host.

Tuesday, Nov. 30th was the first of the three WordMasters Challenges we will have this year. I was pleased at how incredibly well the class did as a whole on this first challenge. You may remember, at Back-to-School Night I explained how difficult these WordMasters tests are and you, nor your child should feel discouraged if the first score isn't as high as you hoped the first time out. I have to say the majority of the class exceeded all my expectations for the first score. A big thanks to everyone who helped children learn the vocabulary words. Every now and again, we come across one of the words as we are reading or in discussion. The children always call attention to it and become very excited. Congratulations to all participants. I will send the test home for you to see, but please return it so it can be put in your child’s Showcase Portfolio.

We are continuing to learn how to write clear, well-organized paragraphs. We are learning about the main idea, topic sentence, details sentences - all of which go together in a clear and easy to understand manner, followed by some sort of conclusion statement. This is something we will work on all year long. Our latest focus in writing is on the idea of beginning our writing with a strong lead. I have read the children some examples from book and then we discussed them. Students are writing memoirs, paying close attention to the lead sentence and working to write in a way that draws in their reader. Already, I have noticed a difference in the writing children are producing.

Something else that has become clear to me about students' writing is that they are not taking the time to revise and edit their writing before turning it in to me. Their sentences often do not have capitals at the beginning and punctuation at the end. Students must pay closer attentions to their spelling as well. Because of the ERB testing this month and Hanukkah, we will take a break from the regular spelling sorts we have been doing all year, and spend time working on the high frequency words and the conventions of writing – punctuation and capitalization, that students have begun to ignore. It is good to take the time to step back and refresh students' memories of the proper use of mechanics. It is also important that I hold student accountable for the areas of correct punctuation and capitalization of which they have already demonstrated mastery. We have been spending time as a faculty discussing what we teach in the grade level above and below, as well as really thinking about what we teach. That way I have a better understanding of what I can expect to see in my students' writing.

We will soon begin watching a marvelous DVD produced by the U of MN and titled, Minnesota, a History of the Land. This DVD is above most students' comprehension with phrases such as "the land had unparalleled commercial value." It is not geared towards a third grade audience, so we stop and discuss the basic ideas being expressed. This DVD helps students to begin to understand that history is heard and told from perspectives that are shaped by social, economic, and cultural experiences. It also contributes to students learning that individuals perceive historical events differently. These are two important ideas that students may not grasp completely now, but could help them begin to look at historical events in a less biased or egocentric manner.

Another goal I have for this month (and beyond) is for children to appreciate the differences between reading fiction and non-fiction - an objective for reading instruction in third grade. I will draw attention to some of the features of non-fiction material and how to use these “tools” as we read. Among the features we will discuss are the table of contents, index, glossary, maps, tables, charts and captions. We will learn how each can enhance our understanding of the material we are reading. After we return from break, we will begin working with Mrs. Flakne on an inquiry project on a topic related to Minnesota. Children will choose a topic, determine what they want to learn about the topic and read non-fiction material from our media center. They will take notes on the information they read and then put it all together into a paper sharing what they learned with the class. This is a huge undertaking for students and I am grateful to have Mrs. Flakne's help with it.

I sent home three reading logs to last children through the vacation. When we return in January, all three reading logs will be due on the 4th, which is the first Tuesday after we return. As I have told the children, in January, I am raising their reading expectation from 20 minutes to 30 minutes, 5 nights a week. I do this to help children raise their reading stamina. Children are well aware of this and anxiously await the change.

In math, are wrapping up a unit in which students are applying what they know about addition and subtraction to solve word problems. We are reviewing reading and interpreting charts and graphs and solving problems using money. Students are learning some additional tools for solving word problems.

I have compiled a list of Internet sites where you can find math games and sites where children are able to practice analogies. I have visited these sites, and some of them much gratuitous advertising displayed. Please be sure to monitor your child's use of the Internet, even when they are visiting sites I have already previewed. I hope you find these resources helpful during those inevitable "I'm bored!" moments during the break and beyond.

Speaking of resources, I have included in your child's Christmas gift from me a packet of addition and subtraction flash cards to make and use over the break. I am certain children will be less than happy about this addition. I included them because memorizing the facts is critical to success in math. This is especially true of addition facts as we begin learning multiplication after the break. Knowing addition facts automatically makes learning multiplication that mush easier. It is my hope that children will continue to memorize their math facts as I expect mastery of addition and subtraction to 20.

Math Games

http://www.sheppardsoftware.com/math.htm

http://www.apples4theteacher.com/math/games/yahtzee/

http://funschool.kaboose.com/arcade/math/index.html

http://www.primarygames.com/math.htm

http://www.learn4good.com/games/kids/double_digits.htm

http://www.scweb4free.com/elementarymathgames.htm

http://www.arcademicskillbuilders.com/wiilist.htm

http://www.gamequarium.org/dir/Gamequarium/Math/

http://www.prongo.com/games/

Analogies

http://www.factmonster.com/spot/analogy.html

http://www.quia.com/pop/133572.html

http://www.quia.com/quiz/168422.html?AP_rand=477881068

http://www.education.com/magazine/article/Taking_Angst_Out_Analogies/%3C/IFRAME%3E/ An article about analogies

http://www.funtrivia.com/playquiz/quiz159885124f720.html

http://www.funtrivia.com/trivia-quiz/ForChildren/Animal-Analogies-II-159885.html

http://www.funtrivia.com/playquiz/quiz1601311256a70.html

http://www.quia.com/quiz/747998.html?AP_rand=504979742

http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm

http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Language/Analogies/Analogies_Set_01.swf

Due to the extreme weather we have been experiencing, it is essential children have a warm jacket, snow pants, warm, waterproof, winter boots, gloves or mittens and a hat. An extra pair of socks, gloves or mittens, and a hat can also come in handy. As we really never know when or how much it might snow or how low the temperature will drop on any given day, we require appropriate outerwear for the temperature/weather conditions each day for recess and for science until further notice (April?). We will go out for recess everyday except when it is colder than -10 degrees or it rains.

Upcoming Events of Note:

The Lower School Christmas Program is at 7:15 PM on Thursday, Dec. 16. The children should meet in our classroom at 6:45 sharp that evening all decked out in their holiday finery. This is a non-uniform event and it is expected that children dress up.

Friday, Dec. 17, from 9:30-10:30 we will have the Third Grade Winter Holiday Party. Like the Halloween Extravaganza, this party will be an "all 3rd grade" party. It is sure to be a crowd-pleaser.

Friday, December 17 is also a non-uniform day.

Winter Break begins at 3:15 on Friday, Dec. 17, in case you weren't sure.

We return to school on Jan. 3. We begin skating that day, so please be sure to send skates, hard guards, a helmet and anything else your child needs to skate. Thank you.

I hope you and your family enjoy a happy, peaceful and safe Winter Break. I am so very grateful to have these remarkable children in my class this year. Thank you for all you do to support them and me. I look forward to seeing everyone in 2011! Happy Holidays!

Fondly,

Barbara

Dear Family,

As you know, the third grade science curriculum revolves around phenology. Phenology is the study of the annual cycles of plants and animals and how they respond to seasonal changes. For example, in plants, phenology refers to the timing of flower emergence, sequence of blooming, fruiting, and leaf drop in autumn.

3JS has been having a great time in science with the variation in the weather of the past weeks. This is the perfect time to go outside with your third grader, perhaps take a walk around your neighborhood or on a favorite nature trail. Make some observations and talk about what you notice. Discuss how the changes affect the organisms present. The insects are becoming more scarce. How does that affect the bird population? The temperature is lower. How does that affect mammals like chipmunks and squirrles? How does a frost effect everything?

Let me a assure you it is OK not to know the answers to every question. Half the fun is finding out the answers together. There are so many wonderful nature books for children at the library and great children's nature websites on the Internet. Here are two I hope you will find helpful:

http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm

http://enature.com/misc/about_us.asp

In writing, are continuing to learn what makes a well-written paragraph and students are practicing writing them. We are endeavoring to revise our writing to make it the best it can be. Students have been using what we are learning about effective writing as they write about their trip to Fort Snelling, their reflections on what we did in October, what they learned at Gibbs' Farm.

We have several different book clubs currently meeting during Reading Workshop. Each is reading a different book and meeting to discuss what they have read. It is a good thing that I love to read, because I am a member of five book clubs! One group is reading Gregor the Overlander by Susanne Collins another Doing Time Online by Jan Siebold. The Good Dog by Avi, and Sun and Spoon by Kevin Henkes are also being read. I hope you have noticed your child reading his/her book club book, using Post-it Notes® to record any connections and thoughts they have as they read and an index card on which unknown words are recorded. These excellent authors are masters of drawing the reader into their story. We are all having fun reading and discussing these terrific books.

The third grade social studies/history curriculum involves the history of Minnesota. We have been discussing the Dakota and the Euro-American pioneers, and how each played a pivotal role in Minnesota's beginnings. I want students to begin to understand that history is heard and told from different perspectives that are shaped by social, economic, and cultural experiences. Students are comparing and contrasting the practices, attributes, beliefs, and characteristics of each of the people who lived here long ago.

I hope you are having fun working on the WordMasters vocabulary words. We have begun learning about analogies and the children seem to really enjoy solving them. They are demonstrating that they understand these "logic puzzles." Remember, the first WordMasters Challenge is Nov. 30th.

I cannot remember a class that mastered place value, addition and subtraction with re-grouping (carrying and borrowing) so quickly, and were able to explain their strategies for problem solving in math as well as this class has. The level of understanding, confidence, and competence demonstrated by this group of learners is remarkable. We finished place-value, addition and subtraction with regrouping. Now we are learning about geometry. We have been discussing perpendicular and parallel lines, quadrilaterals, parallelograms, squares, rectangles, and rhombuses. We have also learned to calculate the perimeter of all those figures. The unit that follows this one involves students applying what they have learned about addition and subtraction with re-grouping as they solve word problems.

I would like to thank all the parents who helped on the Fort Snelling and Gibbs Farm field trips, those who work their fingers to the bone tying skates, and the parents who helped at the amazing Halloween party we enjoyed last month. Thank you, parents, from the bottom of our toes. It is only with the support of adults such as yourselves, that we are able to successfully coordinate such events as field trips and a party of such magnitude as the "All Third Grade Halloween Happening!" Many, many, many thanks to all!

I came across the following list of questions to use to encourage your child to talk about his or her day at school. I have students write something they learned each day in the Assignment Notebook. You can use that as a jumping off point if you want to engage in a discussion of your child's Third Grade learning experiences.

Ten Questions to Ask Your Child about His/Her Day at School

Get a sense of your child's life at school by asking questions that elicit more than a one-word response. The trick is to ask about things that are specific but open-ended and invite your child to describe his world. It's also great to start the conversation with an anecdote from your own school experience. Try one of these conversation starters:

Tell me about the best part of your day.

What was the hardest thing you had to do today?

Did any of your classmates do anything funny?

Tell me about what you read in class.

Whom did you play with today? What did you play?

Do you think math [or any subject] is too easy or too hard?

What's the biggest difference between this year and last year?

What rules are different at school than our rules at home? Do you think they're fair?

Whom did you sit with at lunch?

Can you show me or describe something you learned (or did) today?

Finally, I wanted to tell you how grateful I am for all the kind wishes and support I received as I recovered from my surgery this month. I was very impressed with how well Mrs. Koop kept things moving forward while I was out. Thanks to her hard work and the many hours she spent with the class before I left, her transition went very smoothly. I missed the class very much and I am all the more appreciative of the blessings I receive as a teacher at Breck.

I hope you have a wonderfully relaxing Thanksgiving. I am thankful to have this group of children in my class. Thank you for all you do to support these outstanding children and me.

Fondly,

Barbara

Dear Families,

I hope you are enjoying this gorgeous weather as we move into fall. We have been learning about what happens in Minnesota when summer ends and fall takes over. We have spent a lot of time outdoors noticing changes in the number of insects and birds we can see and hear, the colors we find, the temperature, smell and feel of the air, and the sounds we hear. Fall is a remarkable time of year. So much is happening in Minnesota.

Portfolio

I have had students look through the work they have completed since school began. All month, we put the completed work into what we call our "storage portfolios." These are hanging files, one for each child, containing all the passed back work for the month. Towards the end of the month, I have children spend time going through their work and deciding which papers they want to put into their "Showcase Portfolio" and which pieces of work they want to take home. The "Showcase Portfolio" contains the work children decide to keep throughout the entire year to show their growth and document what they have learned. The rest of the work should come home at the end of the month.

My goal for the "Showcase Portfolio" is to help children begin to analyze their work in an attempt to discover something about themselves as learners as well as to review the material learned. That is a tall order for 8- and 9-year-olds, I know, but we are taking the first steps towards that end. I hope children will evaluate their work more proficiently as we continue in this way all year. Thank you in advance for supporting your child as he/she works to meet the increased expectations of third grade at Breck.

Thank you, also, for helping in other ways that are so critical to ensure a successful school career. These are:

• Providing the time and space for your child to concentrate and spread out to complete homework.
• Keeping distractions (TV, music, pets, younger and/or older siblings, etc.) to a minimum and limiting your child's TV viewing, computer usage and video gaming. Encourage reading or playing outside instead!
• You can also help by reminding your child to put completed homework back into the Homework Folder/Briefcase and then to put that in his or her backpack.
• Please remember to sign the Assignment Notebook every night.
• It is also imperative that your child gets enough sleep. (We will all thank you for that, as there is nothing much on this planet crabbier than a sleep-deprived third grader).
• Lastly, a good breakfast is essential. These little "motors" require a lot of fuel. They get so hungry. We eat a snack around 10:00 and we don't have lunch until 12:30.

Each of the above items is tremendously important. Thank you in advance for your help with this and everything we do in third grade.

Language Arts

We have all finished reading the book, Butterfly Buddies. Having everyone read the same books allows me to model what I expect when students are reading a book club book. I demonstrated how to use the 4x6" index card/bookmark to record unknown words and the page number on which they occur. (Ask your child why including the page number is important). We use the other side of the card to record the page number to which the group has agreed to read.

Post-it® Notes are also an important reading tool. I have encouraged children to make note of any connections they notice while reading. They should mark with a sticky note a section they found particularly sad or funny. Post-it® Notes come in handy to mark a passage in which the author uses words especially effectively or where students did not understand what was happening. "Stickies" can be used to call attention to anything that pops into the students' heads (anything connected to the book) as they read. I chose Butterfly Buddies for us to all read because it is about a third grade class, a big connection, right off the bat.

Math

In math, we have been working with place value. Students built on what they learned last year, taking their understanding of place value from the thousands all the way to the hundred thousands place! The students are pretty impressed with themselves when they read a number such as 142,806! We have also begun to expand their ability to subtract with regrouping (borrowing). We learned how to subtract when there is a zero in the ones place, the tens place or in both (500-248=252). This was challenge to most everyone at first, but now confidence and proficiency are increasing.

Something new and exciting in math is that we have begun to do timings of basic math facts. Ask your child about this exciting new addition to our daily math routine. These kids are so eager to learn in math.

Friendship

Friendship is our Care Curriculum word for the month of October. I believe this class of third graders could be the poster class for friendship! They are kind, polite and patient with one another. They can work quietly and are able to support each other. I am so impressed with this group of children.

Social Studies

On October 14, we traveled to Historic Ft. Snelling to learn about Minnesota in the early 1800's. I talked with the children about the natural history of the area. We have been learning about Glacial River Warren and the impact it had on our state's geology. From the top of the bluffs, overlooking the Mississippi River, it is easier to picture just how high that river ran. We also talked about the St. Anthony Falls being as far south as where Ft. Snelling is now. Over the course of thousands of years, the falls have "migrated" north to their current location. We have been discussing the importance of the confluence of the Mississippi and Minnesota Rivers to the Native People who lived here first and the arrival of the Euro-American settlers later. The children were amazing on the field trip. I was so proud of them. They were good listeners and followers of directions. They asked good questions, too.

Up-Coming Events

On October 20, we will visit Gibbs Farm. The Gibbs Museum of Pioneer and Dakotah Life represents an important period in Minnesota’s history (1835 – 1900) and tells the true story of the pioneer family of Heman and Jane Gibbs. Here we will continue our look at the events in the history of Minnesota and their impact on our lives today.

October 21 and 22 there is no school because of teacher workshops.

Before you know it, we will be getting ready for Halloween. Please refer to Breck’s policy of Non-Violent Costumes for Halloween. You can find this policy in the Breck School Handbook. Thank you for your help with this.

Friday, Oct. 29 will begin with a Costume Parade at 8:40. You are welcome to view the parade in the Anderson Gym. Our Halloween Extravaganza (otherwise know as the third grade Halloween party) is a grade-wide event and is always a favorite. It begins at 2:00 and ends at 3:00.

Monday Nov. 1 through Weds. Nov. 10, I will be out of school. I am finally having the basal cell tumor removed from my nose. I won't be able to come back until my stitches come out on the 10th.

October 29 the Leaf Project is due. Please don' forget to discuss your family's plan to work on it. Remember, it is so much easier to ID a leaf when it is on the tree. Also, keep the leaves moist until you begin to press them. When you begin to press them, be sure every leaf is completely dry.

Finally, we begin skating on Wednesday, November 11.

Reading Homework

The class and I discussed their on-going reading homework assignment and especially the Reading Log. Please ask your child to tell you our expectations. I have explained that filling out the reading log is their job. In doing so, students are provided abundant opportunities for practicing all sorts of skills we learn in third grade. For example, children should employ the appropriate style when writing the title of a book - every important word should be capitalized and the title should be underlined.

Counting of minutes read and converting the minutes to hours and minutes is a great math activity. Please support your child in completing this part of the assignment. If children are having trouble keeping track of the minutes read, I suggest perhaps they jot on a bookmark the time s/he begins and finishes reading or use a digital timer. Then the student, with some adult support perhaps, and at a convenient time, can begin to count and add the minutes spent reading. This will allow for the practice of telling time, counting minutes, writing the time, adding and subtracting with regrouping - all third grade skills.

I also explained to the children that in the area on their log meant for their reaction to the text, I would like to read something that will help me decide if the book they finished is one I might recommend to other students. What is most helpful is if they can explain specifically what they did or did not like about the book. (“It had a strong girl for the main character.” or “It took too long for something exciting to happen.”) I hope this helps you as well as your child to complete his/her weekly reading homework.

A Gentle Reminder!

If you have not already done so, please help me to build on what I have already learned about your child by writing to me about your darling. I would appreciate you including anything you feel is important. You know him/her far better than I do and under much different circumstances. I want to know your thoughts and insights which will contribute to my being the best teacher I can be for your child. Please take the time to write about your precious person. It will help me as I plan for his/her unique needs. Here are some suggestions of information to include:

• Your child’s special gifts and talents,
• How he/she interacts with peers,
• Special friends,
• Mother’s and father’s occupation,
• Special interests he/she has,
• Activities your child would choose given free time,
• Activities your child participates in regularly,
• Places your child has traveled,
• The amount of time each week your child has that is unstructured,
• Activities in which your family likes to participate,
• What sets off your son/daughter; what would really make him/her angry and how does he/she recover,
• The family structure (i.e. siblings, extended family members and/or care givers who may live in your home),
• Any responsibilities your child may have at home,
• A description of your child’s personality and disposition,
• Any significant changes in your child’s world lately,
• What you notice about your child now that is different from the beginning of Second Grade,
• Any additional information I did not mention but should know.

Thank you in advance for the time and energy it takes to provide me with your valuable insights. Thank you, also, for you child, for all you done to get her/him ready to learn, and for affirming what s/he does.

Fondly,

Barbara

P.S. Our classroom phone number is 763-381-8320