Over the next several weeks we will be:
- sending magnets sailing, helping magnets hover, and poking around magnetic fields as we become transportation enginees. With our insights into the science of magnets, we will use the engineering design process to design, test, and improve our own tabletop maglev transportation systems—just like the character in the storybook Hikaru’s Toy Troubles.
- learning about history by discussing the following questions: What is history? Why do we study history? Whose history do we study? We will begin my studying our own family histories and then studying the cultural universals (economics, politics, aesthetics, social aspects, and beliefs) that are common to all societies. We'll start by learning the about the cultural universals as they apply to a third grader in Scarsdale, and then investigate cultural universals in other countries.
- engaging in geography activities that focus on how to use atlases, maps, and globes to learn about the world.
- honing our rounding skills, developing new mental math strategies, and representing one and two-step addition and subtraction word problems through bar modeling. As part of an organized approach to problem solving. We make a "MESS" to solve problems (Model - Equation - Solve - (answer) Sentence) We'll also work on estimating, solving for missing values in equations, and we will be reviewing regrouping.
- gathering several small moment entries in our Writers’ Notebooks, and increasing our writing stamina as we strive to write across several pages. We will also be publishing our first personal narrative pieces, in which we are striving to use qualities of great writing including: strong leads and endings, figurative language, dialogue, extraordinary vocabulary, showing, not telling, and detailed beginnings, middles and endings. We're working hard to incorporate these qualities as we revise. We are also learning strategies that help us to be conscious of spelling, capitalization, punctuation, and sentence structure.
- monitoring our comprehension in reading using the following strategies: envisioning, formulating important ideas from parts of the text where the author reports information, predicting, retelling, summarizing, and making connections. We will be practicing these strategies using our independent reading books and using our class read aloud, Indian Shoes by Cynthia Leitich Smith. We are working on supporting our thinking during our conversations with reading partners as well as in our written responses to text (our post-its are showing deeper thinking each day!). Students should be invested in a narrative chapter book for independent reading so they can practice these skills. We'll also be learning how to tackle difficult words we encounter in our reading.
- practicing spelling patterns through our word sorts and word study menu activities. We will also be writing descriptive, meaningful, grammatically correct sentences, which use these words. There will also be opportunities to practice high frequency words that students are expected to be familiar with at this level.
- learning new cursive, lowercase letters, including: a, c, d, g, e, l, f, u, y, i and j