TGS 3rd Grade 2011-12

October 10, 2011

Dear Parents,
Following the arduous task of weaving their own orb webs without manmade loom and without the instinctive capability, I will be curious about your children’s response to today’s question: “ Do you agree with Dr. Dorian that a simple spider web is a miracle?” It should draw us closer to the subject of structures in both the natural and manmade environments. Each third grader has chosen a particular kind of spider for their research project that begins this week. The final product will be an illustrated poster that includes facts on at least four of the assigned subtopics.
We are nearing the final chapters of Charlotte’s Web. The key themes of friendship and lifecycles will be ongoing discussion topics. As we look to strengthen our own writing, the tools exemplified in E.B. White’s descriptions serve as excellent objectives when students’ current descriptive paragraphs are developed and revised. Specifically, this week revising for word choices (e.g. strong verbs, specific nouns, specific adjectives) and relevant details will be two areas emphasized as the children rework their current drafts. I hope to have them completed for you to enjoy during our parent conferences next Wednesday, 10/19. (Please contact Tammy to sign up for your conference that day. Thank you!)
In spelling we have continued brainstorming various spellings and sample words for long vowel sounds. Proofreading exercises and dictation highlight the common (often misspelled) core sight words. Sometimes your child will have a list of a few of these words to learn as part of his/her homework. This week we will also spend time becoming familiar with the many sounds of the /ou/ vowel team (e.g. trough, mouse, through, etc.)
Our first math unit, a review/assessment one, is complete and we have begun Unit Two, working with extensions of facts (e.g. 7+6 = 13 helps us solve: 700+ 600 and 117 + 6) and number stories. As a group we brainstormed the many possible logical and accurate strategies for solving a simple addition problem. It is clear that the children know and understand at least two strong techniques. It is also clear that a third grader that has a firm knowledge of all problems that equal ten (3+7, 6+4, 2+8, etc.) and of all the doubles (e.g. 4+4, 6+6, etc.) will have a much easier time with our current computational work. There is a range of ability in this latter area and I strongly encourage daily quick reviews of the above mentioned facts to help your third grader feel more confident in both group and individual math activities. Thank you! We will continue with various methods for calculating change and you will see this as part of a homework assignment this week.
TO THE THOMPSON HOUSE ON TUESDAY (tomorrow). We will decorate pumpkins for their dining tables’ centerpieces. Many thanks to Jill, Alyson, and Karen for being our drivers! We will leave by 10:30 and return noonish.
Please feel free to contact me with questions or concerns. I hope to see you on Saturday at the FAIRE!

Sincerely,
Linda