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The Patriotic Post

Mrs. Muoz, 3rd Grade


http://munoz.aes.mdso.eportalnow.net/

November 2014

Heres What Were


Learning This Month
Phonics and Spelling

Reading Strategies

Digraphs
Blends
Long/Short Vowels
Endings

Character & Setting


Story Structure
Main Idea
Context Clues

Grammar

Writing

Punctuation: Commands &


Exclamations
Common and Proper Nouns
Focus/Ideas
Sentences

Focus/Ideas

Mathematics
Hundreds Chart
Adding 2 & 3 digit numbers
Mental Math
Rounding & Estimating
Multiplication: Equal groups, arrays, measurement

Readers Corner
How to Help at Home
Getting Stuck? Fix it up!! Good readers often stop to think about
if what they are reading makes sense. They make sure they
understand what is happening in the story or what the selection
they are reading is about. Your child is working on the
comprehension strategy, monitor and fix up. This strategy will
help your child identify when meaning breaks down and will
give him/her tools necessary to regain comprehension.
Help at Home:
* When reading with your child, stop periodically and ask your
child, Does this make sense? If not, ask your child what he/she
could do to help gain understanding of what is being read.
* Read to your child and model what it sounds like when you
stop to monitor your reading. Let him/her hear the process you
go through. Ask yourself the following questions: Who is this story
about? What is happening in the story? What is the author trying
to tell me? Let your child hear you answer the questions and go
through the process of monitoring your comprehension.

NOVEMBER

Science
Plants
Life Cycles
Habitats
Food Webs
Adaptations

Health
Personal and Community Health
Friendship & Bullying
Safety

Mathematicians Corner
How to Help at Home
Students benefit from opportunities to explain thinking and
reasoning not only through verbal communication but also
through the recording of visual representations (e.g. charts,
graphs, drawings, diagrams, etc.).
When your child is trying to solve a problem, ask what he or she
is thinking. If your child seems puzzled, ask him or her to tell you
what doesn't make sense. Talking about their ideas and how
they reach solutions helps children learn to reason
mathematically.
Suggest that your child act out a problem to solve it. Have your
child show how he or she reached a conclusion by drawing
pictures, moving objects and using words.

Monday

Tuesday

Wednesday

Thursday

Friday

Field Trip:
Aviano
Mayor

10

Popcorn
Friday

11

12

13

14

Holiday
No School

17

P/T
Conferences
No School

18

19

20

21

25

26

27

28

P/T
Conferences
No School

24

Thanksgiving Break

Aviano Fall Fest:


Nov. 1
November Birthdays
Ethan F.:11/9
Leo: 11/20
1

Free BeeBot App: https://itunes.apple.com/us/app/bee-bot/id500131639?mt=8

It wont be long until you hear your child talking about The Daily
Five. The Daily Five is a way of structuring the reading block so
every student is independently engaged in meaningful literacy
tasks. These research based tasks are ones that will have the
biggest impact on student reading and writing achievement, as
well as help foster children who love to read and write. Students are given independent
practice time to read and write, while I provide focused instruction to individuals and
small groups of students. There are very specific behavior expectations that go with
each Daily 5 component.
We spent most of September working intensely on building our reading and writing
stamina, learning the behaviors of The Daily 5, and creating a strong classroom
community. I also spent time learning about your childs strengths and greatest needs
as a reader in order to best plan for each students instruction. Your child has been
taught to select Good Fit Books or books they can read, understand and are
interested in, which they will read during Daily 5. They spend a lot of time actually
reading, which research supports as the number one way to improve reading.
If you have any questions, please feel free to contact me. Id be happy to explain more
about this exciting way of structuring our reading block.
2

Watch Us Learn!
Daily 5
3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 23 text complexity band independently and proficiently.
3.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.

3.W.10: Write routinely


over extended time
frames (time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences.

3.W.10: Write routinely


over extended time
frames (time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences.

3.L.2f: Use spelling


patterns and
generalizations (e.g.,
word families, positionbased spellings, syllable
patterns, ending rules,
meaningful word parts) in
writing words.

3.L.2f: Use spelling


patterns and
generalizations (e.g.,
word families, positionbased spellings, syllable
patterns, ending rules,
meaningful word parts) in
writing words.

Fire Safety: Smoke Alarms Save Lives

One of the
WINNING posters!

3HE2a: Identify valid


sources of information
about local safety
hazards.

3HE2b: Compare and


contrast safety practices
in different situations or
settings.

Posing with Sparky!

Thanks for
helping us, Mrs. Force!
3HESK4: use interpersonal
communications skills to
enhance health.