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PARENTS AS PARTNERS

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Starring (in random order)

Miss Scalzo……………… Third Grade Teacher

Third Grade responsible Student……………your child

Supporter, Parent, Partner……………….. You

© 2012-2013

About me! (

Miss Scalzo’s Teaching Philosophy:

My job is to make your children want to come to school EVERY DAY!

I believe that learning should be broken into four parts

(1) Academics

(2) Character Education

(3) Teaching or Supporting Student Responsibility

(4) Home Support.

With these four parts, I know we can have a successful year.

Students play a huge role in their learning process....so, I am expecting them to be responsible people in the classroom, no more “I forgot my book at school” or “My mom/dad forgot to pack my homework.”

My primary goal is to be on the team of your child. It is always my top priority.

 

 

Being in room 26 means learning/growing both academically, as well as personally.

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COMMON CORE

What is common core?

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

• English and Math Standards Released in 2010

• The idea is teaching is aligned across the country

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What is expected, according to COMMON CORE:

ELA (English Language Arts) Reading and Writing

Your child should be able to read at the high end of Grade 2-3 books

They should be able to read literature, stories, drama and poetry

They should be able to read non-fiction text at the high end of Grade 2-3 books (social studies/science)

Students should be able to write over long periods of time using the wirting process

Students should also be able to write in shorter periods (1-2 days)

Examples of books:

FICTION NON-FICTION

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Math Standards

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Writing:

We will be focusing on adding details to our paragraphs this year.

Your child will be practicing all the steps of structured writing (which will be graded), as well as keeping their own personal journal (which is not graded).

A third grade paragraph has a topic sentence, detail, support of the first detail, a second detail, support of the second detail, and a closing sentence.

By mid-year students will be expected to write an organized paragraph with supporting details. They should also be able to go through our editing process, independently, and use resources to check spelling.

We will write every single day!

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Math

We will be reviewing and learning new concepts this year in Math.

With the common core, there will be some changes.

For example: We are only learning 0-10’s for multiplication and division and spending a little bit more time on fractions

We will be covering a lot more in math, so please, if your child has to be out make up the work with them in a timely manner!

It is VITAL that your child practices these concepts, so that they can continue to achieve as they go through their schooling years.

Your child should have multiplication flash cards and division cards.

In addition we have some great multiplication games on our classroom website!

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Reading

In school, your child will have an hour reading block where they will either be engaging in reading indendently, completing reading actvities, or conferencing with me or Mrs. Walsh (our reading teaching assistant who is only in our room a few days).

Students will be made aware of their reading level. They are encouraged to read, independently, at their reading level.

Students should read, each night, at home. I ask that your child reads 5 out of 7 nights, they can pick and choose which nights and check off on their planner when they have read.

Reading also involves talking (thinking) about reading. I encourage parents to read and discuss a book each night for 20 minutes.

This means, you or you and yoru child can read for 10 minutes and then talk about what you read afterwards (this is almost as important as actual reading, because we are working on COMPREHENSION!)

Some questions/discussion topics during at home reading:

• Stop your child during reading, ask “What’s happening here? Who is talking? What’s the problem? What do you think will happen next?”

• After reading, have your child predict what will happen next… you can write this down and the next day when you read, see if they were right or wrong. This will help your child become a more accurate predictor…make it a game!

• Have a discussion on whether or not you and yoru child would make the same decision or do the same actions that characters are doing in the book.

• Make a connection between movies, tv shows, your child’s life, and what they have just read.

We are really moving towards UNDERSTANDING reading.

Book should be about 50+ pages now on a topic they both understand and like.

Studies show that students need a bulk of their day to indepently read a book of their choosing. Since we have a lot of subjects to go through during the day, we need that extra time at night to read!

This year with the Common Core Standards, we will be learning:

Non-Fiction

Plays

Poetry

Fiction

Tips and Tricks for Parents to Motivate Their Children to Read At Home:



Social Studies and Science

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Some concepts we will be covering for Social Studies and Science this year are:

Science:

CYCLES

• Life cycles (plants, butterflies)

• The Water Cycle

• How to keep a science journal and safely conduct experiments

• Electricity

Social Studies:

• Map skills

• Landforms

• Different Cultures (Italy/Japan)

BLOGGING

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We will be having a classroom blog.

Each child will get a user name and a password.

They are instructed NOT to share it, so that we will have a secure blog community where only the children, teacher, and parents communicate.

Blogs are part of the classroom homework, usually one entry per week.

I will be sending more information on blogging as the year progresses.

Blogging in room 26 has been used in the past for:

• Sharing thinking about reading

o Books you’ve been reading

o Strategies you’ve been using

• Communicating about education during breaks

• Other academic areas

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Miss Scalzo’s contact information:

[pic]WEBSITE:



[pic]SCHOOL EMAIL: nicole.scalzo@

• I check and respond more frequently to this email address

[pic]EMAIL: MissScalzo@

(I will check this email mostly on weekends and only for emergencies- sickness,etc.)

[pic]SCHOOL NUMBER: (845)227-1756

• Please leave a message with the secretary and I will get back to you as soon as I am able to. Sometimes I am unable to call back right away.

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REFRIGERATOR WORTHY

|DAY |SPECIAL(S) |

|1&4 |ART |

| |*smock needed |

|2&5 |PE |

| |Sneakers needed |

|3&6 |Music |

|Contact info |Nicole.scalzo@ |

| |missscalzo@ |

| |(845)227-1756 |

| | |

• Day 1 library

• Day 2 (every other) computer

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BEHAVIOR

Dear Parents/Guardians

Please note, no matter what the situation, I make it clear to the children that each day is fresh and clear and we begin over again.

Sweet Coupons- Earned for individual good behavior. Used at the end of the week to choose (by lottery) Super Star Student of week.

Reward Jar- Earned for good behavior as a whole group

• Rewards, chosen by teacher

• Past Awards: baseball day, ice cream day, pizza day, pajama day, etc.

• If your child is unable to participate in the reward day due to a medical issue, please send in a snack or comparable item for them (i.e. if they have braces and can’t chew gum, send them in with a lollipop)

• RESPONSIVE CLASSROOM:

• Logical Consequences

1) Time Out

2) Loss of Privilege

3) You broke it, you fix it

**Card Flipping - Consequences for breaking rules

1st time: warning

2nd time: 5 minutes from recess

3rd time: ten minutes from recess

4th time: at least 15 minutes from recess and/or teachers choice

-phone call/letter home from student

-phone call/letter home from parent

-visit to principal’s

** students will be filling out their behavior card color each night on their planner

Class Rules (Developed with students)

Give Me Five (please see poster in classroom, as well as ask your child)

LETTER HOME If your child writes a letter home concerning his/her behavior; please take the time to talk with him; her and sign the letter. The child will continue to lose part of his; her recess until I receive the letter back. It is your child’s responsibility!

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Miss Scalzo’s Homework Policy

Homework is a chance for your child to learn new ways of learning and having one on one instruction!

Your children will be assigned homework Monday –Thursday evenings.

Homework should take no more than thirty minutes a night, (additionally students will be expected to read nightly, practice their multiplication tables and study before tests). Students will record their homework each night in their daily planner.

I will do my best to give a one-week notice for all tests.

If students choose not to do their homework and bring it to school the next day, they, in turn, choose to complete their homework using some of their recess time.

Responsibility is huge in 3rd grade. Therefore, if a student misses an assignment, instead of giving up at home and saying, “oh well! I don’t have it”, if your child finds worksheets, writes out some questions, etc, this will be taken as homework. It just takes a little initiative! (

However, if there is a legitimate reason as to why they have not completed their homework (sickness, death, emergencies), please send me a note the day the homework is due.

Normal after school activities are usually NOT a legitimate excuse; I know it makes things harder, but like me, we all have done it before.

TEST CORRECTION

In room 26, if your child scores lower than a 70, they can bring their test home to be corrected with a parent and they will receive have their points back! They should return it the next day.

Not only this, but it’s a perfect way for you and your child to review a concept they didn’t understand.

We as a class move on to the next concept, but if your child scores low on a test their brain isn’t ready to move on. This is an awesome opportunity for you to cover this material with him/her!

*Try to always review (if you don’t already) any incorrect questions on tests with your child.

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A Day in the Life of Your Child

Below is our Daily Schedule, please note, we sometimes alter the schedule in order to fit class needs.

2012-2013 Schedule

8:50-9:00 Morning Work/Routine

9:10-9:30 Morning Meeting

9:30-10:30 Math

10:30-11:00 Fundations/Snack

11:00-11:30 Reading

11:30- 12:15 Teacher Lunch

11:30-11:50 Silent Reading/ Lunch work

11:50-12:15 Student Lunch

12:20- 12:40 Handwriting

12:40-1:20 Special

1:30-2:00 Writing

2:00-2:30 Social Studies/Science

2:30-2:45 Pack up and Planners

2:45-3:05 Recess

3:05- End Read Aloud

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MORNING MEETING

Morning Meeting allows us, as a class, to build our positive classroom atmosphere. It is a time for the class to work together in participation, listening, respect, and thinking. Morning Meeting takes approximately 20 minutes of our day, but it is well worth it!

Steps To Morning Meeting:

Pledge

Superstar Student Entrance

Greeting

Share

Activity

Reflection

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GRADING POLICY

(as of last years’ report card)

Your child will be given a grade based on a number scale 1-4.

In grading, all factors are taken into consideration:

• Classroom performance

• Completion of work

• Preparedness for class

• Attitude

• Effort

• Testing- written and oral

97-100%= A+

94-96%= A

90-93%= A-

87-89%= B+

84-86%= B

80-83%= B-

77-79%= C+

74-76%= C

70-73%= C-

Anything lower than a 70 is considered a D,F, or Not Passing

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REPORT CARDS

Report Cards go Home 4 times throughout the school year, the dates are as follows:

*dates may change

1st Report Card:

Date: November (conferences)

• Parent teacher conferences last for approximately 10 minutes, please try to be on time to your appointment, so that other parents are not waiting

• This is a meeting just for adults, thank you!

2nd Report Card:

Date: February 8

*please review your child’s report card and returned the signed envelope

3rd Report Card:

Date: April 19

*please review your child’s report card and returned the signed envelope

4th Report Card:

Date: June – Last Day of School

• report cards will be sent home on the last day of school (June 23rd )

NEW YORK STATE TESTING DATES

Please do your best to schedule vacations around these dates!

Third Grade now has THREE DAYS of ELA test and TWO DAYS of the Math test.

ELA……. April 16-18

Math Test …….. April 24-26

How can you help?

• Prepare throughout the school year, so cramming isn’t necessary! (homework, flash cards, reading)

• Review any testing materials that go home

• Make sure your child gets a good night sleep

• Make sure they get a great breakfast!

• Send in number 2 pencils

• Try to schedule vacations around this time and prior

For more details on the NYS Exams go to :



There is usually an informative meeting, after school, to discuss both the ELA and the Math tests.

NYS Test Information ~ English Language Arts

The ELA tests:

Reading Comprehension

Listening/Writing and Mechanics

Writing using details from the story to support an answer

The ELA Assessment determines how well students are meeting New York State’s Standards in reading and writing. Students are scored on a scale of 1-4.

NYS Test Information ~ Math

The Math Assessment is a two part test that determines how well students are meeting New York State’s Standards in Mathematics.

Concepts Assessed:

• Basic Facts

• Problem solving

• Word Problems

• Interpreting and Creating graphs

• Place Value

• Fractions

• Etc.

** testing does not reflect on whether the child will or will not progress to the next year (third grade)

** if a student scores below a 3, then they will be placed in Academic Intervention Services (AIS), this is a pullout program, usually during a portion of reading time.

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Vacations and/or Days off in Succession

• Please let me know, if you can, in advance

• It’s rare that I can gather ALL work together for your vacation

• Your child is responsible to make up all missed work upon returning, within a reasonable time (a week)

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Sick Days

• If your child is sick, they are responsible for all missed work within 1-2 days of absence(s)

• Please call ahead (before 11:50 am) if you would like for me to put their work out (note: not all work will be ready, student may have work at school when he/she returns)

• Please send in a note IMMEDIATELY on the return of your child to school

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BIRTHDAYS and Celebrations

• Snack and birthday celebrations must be NUT FREE

• If your child has a nut allergy and you would like to provide a different snack from them should a birthday arise with questions on whether there is nuts in them, please feel free to do so!

Birthdays are a quick celebration (during lunch time) and last approximately 5 minutes.

If you would like to send in a snack birthdays please do!

Remember we have 26 students in the class.

Please send in easy to manage treats (i.e. cupcakes, brownies) individual treats are the best.

*please do not send in an uncut cake/treat

Napkins or mini plates are appreciated.

It is school policy that children may NOT hand out cupcakes to past teachers, specials teachers, and other staff members.

If your preference is that your child does not participate in birthdays/holidays/celebrations, please let me know a head of time and discuss a plan, so that your child does not have to be in the room at that time.

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INVITATION POLICY

Room 26 Birthday Policy is as follows:

Your child may place invitations in classroom mailboxes if:

1) Either all girls or all boys are invited.

2) The whole class is invited.

If you are unable to invite the whole class, then please send out invitations to personal homes on your own. Thank You!

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25 BOOK CLUB

Gayhead has a school-wide program, where students strive to read 25 or more books.

In our class, students are responsible for keeping their own record of books that they have read.

They must provide evidence of having read a book in one of two ways:

1) Accelerated Reader (students may sign up to take a test 1-2 times on the computer)

2) Book Report sheets (found near the classroom library)

Books at home DO COUNT! If your child reads a chapter book at home (50 pages counts as one book) then have them take home a Book Report Sheet.

Book Report Books DO COUNT AS WELL! No extra evidence needed!

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Field Trips

• Locust Grove (spring)

• Gasho’s Japanese Restaurant (summer)

* if you are picked for one trip; and there are multiple volunteers for the next, you can not be picked twice. Thank you for understanding

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VOLUNTEERING!

From time to time, it will be beneficial to have parent volunteers!

If you are interested, please sign up on the table!

I will choose 1-3 Room Mothers and give the rest of the volunteers’ names/numbers/emails to assist!

Volunteers are needed for the following:

• Halloween (Fall) Celebration

• International Feast

• Winter/ Winter Holiday Celebration

• Valentine’s Day (cupcakes only)

• End of the Year Picnic

*** box tops

** If you and your child prefer not to partake in celebrations, no problem, please let me know ahead of time, so we can make separate accommodations/plans for them (

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YOUR HOMEWORK!

Parent Interview

Directions: Please complete the following interview and have it returned with your child before the end of this week!

Child name_________________________

Your Name _________________________

1. Tell us about your child’s history?

2. Describe your child’s strengths.

3. What are your hopes and goals for your child?

4. What does your child really like?

5. What does your child dislike?

6. What fears does your child have?

7. What are your biggest fears about your child?

8. What emotional, physical, and academic needs does your child have?

9. How can we provide an ideal day for your child at school?

10. Describe your child in ten words

• You may email this to me as well! You can copy and paste this into WORD.

PARENTS AS PARTNERS CHECK LIST

1) Did I remember to sign up for a conference day in November?

2) Did I remember to take any handouts?

3) Did I remember to write a letter to my child and leave it on their desk?

Room 26

Miss Scalzo

Third Grade Course Syllabus

Course Description

* (see elementary district syllabi/course handbook pgs. 32-39

• Reading

• Writing

• Social Studies

• Science

• Spelling

• Handwriting

• Character Education

Assessment

*(See Elementary District Syllabi/Course Handbook pgs.32-39)

Textbook, handbook(s) and other resources

*See elementary District Syllabi/Course Handbook, pgs. 32-39

1) Reading: independent books/ guided reading books

2) Writing: various handouts/write source books

3) Math: Pearson Success

4) Social Studies: various handouts/packets

5) Science: various handouts/packeets

6) Spelling: Fundations

7) Handwriting: Fundations and various handouts

8) Character Education: various handouts

9) ELA/Math/ NYS Prep: Various handouts/past examples of tests, etc.

Classroom expectations and procedures*

Students in the intermediate grades are expected to come to school, everyday, prepared. Students take on more responsibility for themselves in third grade.

Absence Policy:

If your child is absent, please send in a note upon their return. If your child is going to be absent for three or more days, and you have advanced notice, please either send in a note or contact the school.

I recommend calling the school, if your child is absent, that day and requesting homework pick up. I will do my best to gather homework materials. The homework pick up table is located outside the office. This will allow your child a chance to complete his/her homework and not fall behind in class.

Homework Policy:

*Please see attached sheet for details

Your child is responsible for:

(1) Filling out their planner

(2) Bring in all homework materials home

(3) Completing homework

(4) Handing in homework, everyday.

We go over planners at the end of each day.

I do not require parents/guardians to sign planners IF your child is consistently getting homework in. *However, if they have difficulties getting homework in, then we will start a program where their planners get signed and they fill out a more comprehensive sheet, with me, at the end of each day, until, we can get them back on tract.

Activities/projects unique to this class (if applicable)*

In this class, we focus a lot on character education, primarily respect, responsibility, courtesy, and kindness.

• Morning Meeting

• Reward Jar

• SWEET COUPONS

• Behavior Chart

• Superstar Student

• Monthly book reports (starting in October)

• Social Studies/Science long term projects

• Field Trips

• Birthdays

• State Tests

Recommended/required materials for class*

Throughout the year, we may need refills on some of the items you have already sent in. I thank you in advance for providing these items when/if we need them!

Grading procedures*

Grades are based on the following scale:

100-96 (A or A+)

90-94 (A-)

89-86 (B or B+)

85-80 (B-)

79-76 (C or C+)

75-70 (C-)

69-65 (D)

64 and below (F)

Teacher contact information*

School Phone: 227-1756

School Email: Nicole.Scalzo@

Home Email: MissScalzo@

• I check my school email every morning, during my break at school and after school.

• I check my home mail every night and if I get a chance during my break at school.

• If you need to call the school, please understand that I only have a limited amount of time during the school day to get back to you(unless it is an emergency). Please leave a message with the secretary and what the message is regarding and I will get back to you as soon as I am able to.

Mathematics

The NYS Mathematics Curriculum is designed to provide students with conceptual understanding, procedural fluency, and problem solving skills. It contains five content strands: number sense and operations, algebra, geometry, measurement, and probability and statistics. It also includes five process strands: problem solving, reasoning and proof, communication, connections, and representation. These strands are addressed at every grade level through the study of specific mathematical concepts and skills. In 3rd grade students review and extend their skills with addition and subtraction. A major focus is the introduction of multiplication and division, mastery of multiplication facts, and extensive practice with applications that require the four basic operations. Time, money, graphs, geometry, and measurement activities are interspersed through the year. Below are the areas of study for Grade 3 mathematics.

Place Value and Money

• Numbers in the hundreds, place-value patterns, comparing numbers, number patterns

• Counting money

Addition and Subtraction

• Addition properties, estimating sums, estimating differences, overestimates and underestimates

• Adding and subtracting three-digit numbers, add-ing three or more numbers, subtracting across zero

• Equality and inequality

Time, Data, and Graphs

• Time - half hour, quarter hour, minute

• Organizing data, Pictographs, Bar Graphs

Multiplication Concepts and Facts

• Arrays and multiplication

• 2, 5, 9, 10 as a factor

• Multiplying with 0 and 1

• 3, 4, 6, 7, 8 as a factor

• Patterns, practicing multiplication facts

Division Concepts and Facts

• Division as sharing, repeated subtraction

• Dividing with 2, 3, 4, 5, 6, 7, 8, 9

• Dividing with 0 and 1

• Division patterns

Geometry

• Solids and shapes

• Polygons, triangles, quadrilaterals

• Congruence, symmetry

Fractions and Measurement

• Equal parts of a whole, naming fractional parts

• Equivalent fractions, fractions on a number line, comparing and ordering fractions

• Estimating fractional amounts, fractional parts of a set

• Length – feet, inches, yards, miles, measuring to the nearest ½ and ¼ inch

• Capacity, weight

Multiplying and Dividing Larger Numbers

• Multiplication and division patterns, estimating products and quotients

• Arrays, breaking numbers apart to multiply and divide

Assessment: All students in grade 3 take the NYS Math Assessment in May. They also take WCSD math assessments in January and June. Teacher-created tests and performance activities are used to assess students’ level of mastery throughout the year.

Textbook: New York Mathematics, Scott Foresman-Addison Wesley, Copyright 2008

For more information see page 32 of the New York State Math Core Curriculum

SCIENCE - Cycles in the Natural World

The Grade 3 curriculum is the Science 21 Program developed at the Putnam/Northern Westchester BOCES. The Program was put together by area elementary teachers to provide direction and vision of elementary science education for local school districts. The program’s main focus is a hands-on, inquiry-based science, and that math, language arts and technology are integrated at points where they fit naturally.

Content and Core Lesson is divided into four units:

Unit 1: How a Scientist Investigates Plant Cycles

• What a scientist does

• How a scientist (student) keeps an account of their work

• Investigate how a seed becomes a plant

• Parts and functions of a plant

Unit 2: How a Scientist Investigates Electricity

• Introduction to electricity

• How switches control the flow of electricity

• Conductors and non-conductors

• Series and parallel circuits

• Creating a circuit board

Unit 3: How a Scientist Investigates Water Cycles

• Sources and types of water

• States of water

• Water cycle

• Weather and the water cycle

• Conservation of water

Unit 4: How a Scientist Investigates Animal Cycles

• Study and observe the butterfly

Assessment: None

Textbook: None

For additional information on the Science 21 Program, please go to the following website:

Social Studies Communities Around the World

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The Grade 3 curriculum introduces communities throughout the world. The five social studies standards that are the basis of study are social, political, geographic, economic and historic characteristics of these communities. Students learn about the diversity of the world’s peoples and cultures. They study Western and non-Western examples from different geographic areas.

Skills Outcomes*

• Master Geography Skills with focus on communities

• Develop skills using timelines, charts and graphs

• Introduce Primary and Secondary Sources

• Develop writing skills to demonstrate knowledge of social studies

• Develop research and technical skills

Content Outcomes, covering the Politi-cal, Economic, Social and Geographical aspects of each area*:

Cultures and civilizations around the world

• Define culture and civilization

• Historical events can be viewed through the eyes of those who were there, as shown in their art, writings, music and artifacts

• Compare political, economic, social and geo-graphical similarities and differences among world communities

• Different events, people, problems and ideas make up a world community

• People create government and laws to keep order and insure safety

• Political leaders help make laws and enforce them

• Citizens have responsibilities in their communities

• Economic decisions rely heavily on geographical and environmental factors

• What goods and services should be produced and in what quantity?

• How and for whom shall goods and services be produced?

• Human needs and wants differ from place to place

• Economic choices are made due to unlimited needs and wants and limited (scarce) resources

• Explain how and why cultures/civilizations change

• People in world communities exchange elements of their culture (cultural diffusion)

• Values ideas, beliefs, and traditions are expressed in legends, folktales, biographies, autobiographies, and historical narratives

• People in world communities celebrate their ac-complishments, achievements and contributions

• Families in world communities differ from place to place

• All people in world communities need to learn and they learn in different ways

• World communities may have diversity among the groups that live together

• Explore different places people settle and why they settle there

• The causes and effects of human migration vary in different world regions

• People modify their physical environments to meet their needs

• Lifestyles of communities are affected by their environment

Use communities around the world to demonstrate the different political, economical, social and geographical aspects and decisions made by com-munities. (This give students a global perspective by using communities outside the U.S.)

Assessment: No NYS or district wide assessment is used. Teacher-created tests and performance activities are used to assess students’ level of mastery throughout the year.

Textbook: Communities: Adventures in Time and Place (McGraw Hill, 2001) *limited use

*This is a summary overview and does not include the entire curriculum. For more information about the Social Studies Learning Standards and Core Curriculum, see: (NYS Education Dept.) (WCSD)

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