Module A

Hello Parents,
I just wanted to give a few reminders for this month. I will be updating the blog according to the modules we cover in class. It will usually be monthly depending on the module. I will make sure to let you know of any important events that come up. So far this is what we have coming up and new info will be added when I get it. Thanks!

Upcoming Events
Tuesday, Sept. 4- PTO Meeting in Osgood Library @ 6:30
Thursday, Sept. 6- School Pictures
Wednesday, Sept. 12- Book Orders Due
Friday, Sept. 21- Cherrydale Fundraiser Order Forms & Money Due
Monday, Oct. 22- Cherrydale Fundraiser Delivery Day/Pick-up 2:45-6pm in the lunchroom.

This Module launches the tools and habits of mind important in a 21st century English language arts classroom, with an emphasis on routines and procedures that will be used throughout the year to study reading, writing, language, and reading foundational skills. In this Habits and Routines module, student’s co-construct anchor charts to describe the behaviors and expectations related to important habits and routines based off of district MTSS-B / CHAMPS guidelines. Structures, routines, attitudes and habits will continue to be introduced throughout. Students will use the foundational strategy of VISUALIZATION to promote other comprehension strategies, moving into QUESTIONING. This strategy focuses on using all of the five senses to help comprehend a text. Students learn to select “good fit books”, demonstrate reading preferences, and use a reading log to monitor reading stamina. Students demonstrate understanding of texts read by asking and answering questions during collaborative discussions. Students engage in these processes with the goal of deepening understanding of text and of themselves. Students will be introduced to narrative writing in Writer’s Workshop; focusing on the process of generating ideas, storyboarding, and drafting.

I CAN STATEMENTS

• I can demonstrate expected classroom behaviors. (Refer to CHAMPS anchor charts) 
• I can demonstrate expected school life skills. (Refer to life skill posters)

READING

• I can use my readers’ notebook to track my thinking and collaborate with others. (RL.3.10, SL.3.1)
• I can identify character’s traits by a character’s actions, dialogue and feelings. (RL.3.3)
• I can pick a “good fit” text to build my stamina and set goals. (RL.3.10, RI.3.10)
• I can ask and answer questions while reading to check for understanding. (RL.3.1, RI.3.1)
• I can explain how illustrations add to the story elements. (RL.3.7)
• I can turn and talk with any peer. (SL.3.1)
• I can speak in complete sentences to give details and check for understanding while in conversation. (SL.3.6)

WORD STUDY

• I can use my word study journal to become a better speller. (RF.3.3) (Units 1-3) 
• I can spell compound words correctly. (L.3.6)
• I can add the –ing suffix to base words correctly. (L.3.6)

WRITING AND GRAMMAR

• I can write personal narratives to entertain my audience. (W.3.3)
• I can storyboard, draft and edit my personal narratives. (W.3.5)
• I can use technology to publish my personal narratives and blog with classmates. (SL.3.4) 
• I can identify nouns, pronouns, verbs, and their function. (L.3.1) 

Unit 1: Math Tools, Time and Multiplication 

ND Math Standards
• 3. OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For
example, describe a context in which a total number of objects can be expressed as 5 x 7.
o Interpret multiplication in terms of equal groups for multiples of 5 and 10.
• 3. OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities. e.g., by using drawing and equations with a symbol for the unknown number to represent the problem.
o Solve word problems in situations involving equal groups and arrays by using drawings to represent the problem.
• 3. OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g.,
knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
o Use strategies to calculate products of one-digit numbers and 1, 2, 5, and 10.
• 3. NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
o Use open number lines and place value to round whole numbers to the nearest 10 or 100.

• 3. NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
  o Add and subtract within 1000 using a number grid and strategies based on place value.
  
• 3. MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
  o Tell and write time to the nearest 5 minutes and use a number line diagram to measure time intervals in minutes. 
  
  
  
  
  

  Trimester 1 Earth Science: Earth’s Systems 

  NGSS
  

  • 􏰀  3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a
    particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
    
  • 􏰀  3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
    
  • 􏰀  3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent
    flooding, wind resistant roofs, and lighting rods.]
    Disciplinary Core Ideas:
    

  • 􏰀  ESS2.D: Weather and Climate: Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes a range of an areas typical weather conditions and the extent to which those conditions vary over years.
    
  • 
    􏰀  ESS3.B: Natural Hazards: A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.
    Crosscutting Concepts: Patterns ~ Cause and Effect