September / October
Reading |
Writing |
For September our reading program will focus on reinforcing reading skills and strategies (reread, sound out words, making predictions...) The students will also learn how to choose "Good Fit" books when reading on their own, Read-to-self. The students will begin to learn about themselves as readers (what types of books they enjoy, what strategies are useful before, during and after reading).
We will begin to learn how to make strong connections to the main ideas presented in stories. At Home: Students should read each night in order to practice skills taught and to become more effective readers. Talk to your child about what he/she is reading. Ask questions... What is your book about? Who are the characters? What are the characters like? What do you think will happen next? Why do you think this will happen? Do you like this story? Why? |
In Writing, we are working on sentence structure and spelling strategies. "What makes a great sentence?"
* has correct punctuation *correct spelling *expresses a complete thought *has adjectives *begins with a capital *variety *has a subject and predicate We will also review parts of speech (nouns, verbs, adjectives), and how to use a dictionary. Each week students present a 'Mystery Word' to the class. We encourage students to create thoughtful clues (considering both the meaning and spelling of the word) and to find interesting words to base their clues in order to build their vocabulary. |
November
ReadingIn Reading, students are making connections in their reading. Their connections can be text to text (connecting one book to another), text to self (connecting the book to their personal lives), or text to world (connecting to the world around them). Students should be reading at home each night. Talk to your child about what they have read. You may want to read along with your child- each of you reading a paragraph. After each page, "check for understanding"- retell what was read, make a prediction or make a personal connection.
December
In Reading, students will continue to make connections to main ideas presented in texts. We have been using a graphic organizer to help create our responses... 'It says... (in the text), I say... (this reminds me of...- connection), And so... (I learned... Now I think... I wonder).
In Writing, we are working on creating various types of paragraphs. Paragraphs need a topic sentence (main idea), details with support, and a concluding sentence. The students will brainstorm ideas first using a web or four boxes. They must reflect on their finished paragraphs by independently editing and revising their rough draft. Students should check criteria charts posted in the room and compare their work to this checklist. |
WritingIn Writing, students have been practising making "Super Sentences." They are now using this skill and applying it to writing paragraphs. They are learning that a paragraph starts with a Topic Sentence ( it tells the reader what the paragraph is about), supporting sentences (3-4 sentences that gives the reader details about the topic) and finally a closing sentence. They will be creating and editing narrative, descriptive and procedural paragraphs.
Language Homework Zone- Paragraph Writing - YouTube At Home: Encourage your child to write for pleasure such as a letter to a pen pal or grandparent -talk about different words and meanings -model good writing by showing your child things you have written such as list or letter to a friend -have your child read his/her pieces aloud and encourage him/her to monitor and change parts that need editing and revising |
January / February
We will focus on the reading strategy "Making Predictions". Students will make predictions before, during and after they listen to and read a variety of stories. They will compare their predictions to what actually happens in the story (outcome). In writer's workshop, we will focus on persuasive writing. Students will learn how to develop persuasive ideas (form opinions, pro/con relationships, create strong reasons, convincing language) and will write persuasive paragraphs and letters.
At Home.....
Help your child learn to infer by practicing the following with them:
-Look for clues about character feelings, actions, or problems in the story that are in the illustrations.
-Try to figure out what the author does not say directly. "The author didn't say..... but I know that.... because the clues from the text were...."
-Ask: How did the character feel? How do you know they felt that way? Have you ever felt that way?
-Discuss what you used to infer.... (text clues, your background knowledge or experience).
At Home.....
Help your child learn to infer by practicing the following with them:
-Look for clues about character feelings, actions, or problems in the story that are in the illustrations.
-Try to figure out what the author does not say directly. "The author didn't say..... but I know that.... because the clues from the text were...."
-Ask: How did the character feel? How do you know they felt that way? Have you ever felt that way?
-Discuss what you used to infer.... (text clues, your background knowledge or experience).
During January, the grade three students will begin to practice EQAO questions. This is designed to help prepare students for the test in June. Some of these questions will be used to assess and evaluate the students progress and will be used when determining final grades. We will examine EQAO exemplars (example answers) so that the students can compare their own work and understand how to "bump up" their work to the next level.
March / April
During the month of march, we will begin to examine the features of 'Fairy Tales.' We will read tales and discuss the characters, setting, problem, solution, and the author's message (moral). We will use story maps to track our thinking and plot important information regarding story elements. We will study fractured fairy tales by reading, discussing and comparing various examples. Then we will attempt to write our own! We will use story maps to create our own fairy tale based on a traditional tale. The students will work through the writing process by brainstorming, writing a rough draft, edit and revise, and then complete a published copy complete with illustrations.
You may want to read tales at home! Discuss the story elements with your child. Compare traditional versions with fractured or versions from another culture. Discuss similarities and differences found between both stories.
EQAO practice continues this month with a focus on reading and responding and understanding the questions being asked.
In Reading, the students are working on reading thoughtfully by pausing and checking for understanding, writing down jot notes, using 'Think Marks,' and highlighting important information. This will help the students better understand the text and allow them to more easily and accurately answer questions while responding to the text read.
'Read Thoughtfully!'
Tumblebooks- go to Kids Corner- Books and Reading
(use this link to the Windsor Public Library)
Books & Reading | WPL Kids