Students have finished their flap books on their pet research and they shared them with the class. I so enjoyed listening to their flap books and seeing their amazing pictures. I love this short, but authentic research project. We are ending the year with awesome products. Way to go kids! Students then took what they learned from their research and used the information to highlight in a letter to parents why they should get this pet. Students filled out a plan sheet with their opinion . For example, I think I should have a gerbil. And then students used parallels structure to state two reasons. They used this plan sheet then to write a letter, as they elaborated on each reason. Some students will be bringing home letters that do not look like the letter below. Even though we spent a lot of time on elaboration during our opinion writing unit, some kids did not elaborate and just wrote their reasons. Letters, if done correctly, should look like the one below with a paragraph for each reason that gives some elaboration on their reasons. You should see parallel structure- one reason, another reason- at the beginning of each paragraph.
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Students spent two days researching their chosen pets using care sheets from pet stores and books from the library. I discussed and modeled how to paraphrase information from a text when taking notes. They needed to use their knowledge of nonfiction text features to navigate through the text to get their needed information. We researched a third day using the chormebooks and specific, kid-friendly search engines and websites.
Students are being scored on their note taking by how well they were able to collect and organize their information independently. Some student had a difficult time writing down the information. They wanted to just read and talk to their friends about what they discovered. Others, were taking notes like crazy and even filled in their interesting facts column. We then had to turn our notes into paragraphs about our pets. I again modeled how I highlighted each part of a column in a different color to help me organize my information even more and make sure I was including it all in my paragraphs. For example, all my notes about eating habits was highlighted in pink, social habits in blue, and sleeping habits in yellow. Then, we were ready to write our paragraphs. As you can see, some students did a wonderful job finding, gathering, and organizing their information. Other students had difficulty focusing to get the information written down, so their papers don't have a lot on them. Our last activity was the Native American Study. Students got the opportunity to go in a wigwam, throw an tomahawk to try to get it to stick in the logs, and learn a few games that the Native American kids used to play.
I think many students were most looking forward to canoeing. It looks like there was a good mixture of a little bit of nervousness with a whole lot of excitement. Even though the sun wasn't shining on Big Blue Lake, students still seemed to really enjoy themselves. I saw a lot of smiles out on the lake.
I love how the activities at camp go right along with what third graders study in science and social studies. Students first learned and reviewed fur trading that happened in Michigan. Then they played a fur trading game where they had to connect in a line, like they are on a boat and go look for furs (carpet squared). Once they find a fur, students had to paddle all the way back and barter for their furs, trying to make more money than the other teams. They then look for more furs. So much fun! The next activity was called Life in the Woods. During this activity kids modeled the food chain by being either a plant, rabbit, or a fox. Students saw clearly just what happens when there are not enough plants or enough rabbits and how that can disrupt the food chain.
I took too many pictures to post all at one sitting, so here are pictures from our first two events- pond study and lumbering. Students found all kinds of creatures in the water, including a soft shell turtle. I love how most kids weren't afraid to dig through the muck with their hands!
I love doing this unit at the end of the year because often times students are reading a mystery series and many times they get hooked on the series and want to read more. Most students are reading mysteries right at their levels, but some are reading a little higher or a little lower, based on the books I had available. Students are using vocabulary like detective, alibi, suspects, witnesses, and red herring. If you get a chance, ask your child about the book he/she is reading. The pictures below show students meeting with their book clubs first, and using the above bookmarks, engaging in discussions about their books. Then, you will see pictures of students separated and reading on their own. You could hear a pin drop in our classroom when all 29 students are reading and are so into their books. The hardest part is getting them to stop at the page their group decided on. Mystery books are hard to put down! Here are some of the books they are reading. . .
Casence joined our class mid year and we are so glad she did! She is a great super hero who is safe, responsible, and respectful. Thanks, Cadence!
For the last two days students have been working hard at researching their chosen pet. For two days they combed through books and care sheets from Petsmart and Petco looking for information about their pet. They had to collect and organize their information into their own words and write it on a graphic organizer. Soon, they will take their notes and turn them into paragraphs for the Pet Flap Books. Today, students were so excited to use the chromebooks and selected sites to research even more about their animals.
Did you ever wonder how your child was placed in a group for word study (spelling)? Coming home soon are all of the spelling inventories from the year. They take this about every 8 weeks to show me what spelling patterns they may need help with and which ones they have already mastered. The words start out easy with the word "bed" and get more difficult by ending with the word "opposition." Students know to just do their best and I also warn them not to give up on a word because it sounds difficult. They get points for getting chunks of the words correct. For example, if they spell the word "float" as "flote" they would still get credit for the "fl" and the "t," but it shows me that they may need help with long vowel spelling patterns.
If you look at all three of your child's test, you will see either Sept., Nov., or March in the top right corner and see what spelling stage he/she is in right under that. Take a look at all three. For most students, you can see the gains they have made during the year as they progress from left to right along the spelling stages. Many kids moved up three stages! If your child didn't move much or didn't move at all, please make sure he/she reads, reads, and reads. That will help students' spelling tremendously! I use the paper below to check over each child's paper. The check marks mean they got that part of the word correct. Once they miss two or more in one column, that means that is the spelling patterns they need help with. It begins with initial and final consonants sounds, goes to short and long vowels, digraphs (sh, wh, ch), blends (mp, fl, tr, etc.) and then on to inflected endings, syllable junctures, and finally suffixes and bases or roots. This paper gives me so much information about what students know and what would be best to focus on. If your child's weekly words seem easy, it may mean he/she is memorizing the words instead of understanding the spelling pattern. Your child needs to be able to transfer their knowledge of spelling patterns to their written work, not just on weekly tests. This inventory shows me what patterns your child has internalized and which ones are still a struggle. Students are then grouped with other students who are weak in the same spelling patterns. I am sending these home because I no longer need them, and instead of throwing them away, I thought parents may like to take a look. Enjoy! And let me know if you have any questions. |
Mrs. Ellis's Class
Learning & laughing our way through third grade. Archives
June 2020
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