Students will know:
Meaning of main idea and key details that support main idea
Historical events impact the subject of the biography.
The subject of the biography is motivated through the challenges they have encountered.
Events follow a sequence.
Events have a cause/effect relationship.
Narrative nonfiction can be about people, things, or ideas and flow like a story, telling a series of events in the order they happened.
Biographies are one type of narrative nonfiction.
Meaning of point of view
A reader can have a different point of view on a subject than that of the author.
Students have been reading biographies both individually and in book clubs on Epic! and MyOn. Some students have had difficulties accessing Epic! from home. Our class code for Epic! is esr2282. Both of these websites can be accessed by the "Interesting Web Resources" tab on this website!
Before reading, have students preview the book and make sure it is something/someone they are interested in learning about. Have them pay attention to certain text features (headings, pictures, captions, timelines ect.) to gain information.
During reading, have students stop and jot key details and important facts that they come across while reading.
After reading, students can write a response to one of the following prompts each day:
- What is the main idea of this biography? How do you know? Use specific evidence from the text to support your answer!
- Describe one big event that happened in the text. What was the cause of this event? What was the effect?
- Write a one paragraph summary highlighting the important events in your text in the order that they happened.
- How did this person impact history? How do you know?
- What are the traits of the main character and/ or characters in the story? What evidence can you use to support this?
Please make sure your children are reading independently for at least 30 minutes every day!
Math- Understanding Fractions as Part of a Whole
Throughout this unit, students develop an understanding that fractions are numbers and represent fractions using area and linear models and with symbolic notation. This work builds on the idea of partitioning (dividing) a whole into equal parts from first and second grades. First and second graders used the concept of partitioning and words for fractions (one half, two-thirds, four-fourths), and in third grade students represent fractional parts of equal parts of area, name each of the parts as a unit fraction, and learn that one fourth of the whole is one of four equal parts. The study of fractions in third grade begins with learning that unit fractions (fractions with the numerator 1) are formed by partitioning a whole into equal parts. It is important for students to see the unit fraction as the basic building blocks for all fractions. Students begin to understand that just as all whole numbers are made of a specific number of 1s, all fractions are made of a specific number of unit fractions. The placement of fractions after geometry allows students to connect decomposing of rectangles and triangles to partitioning of shapes. Additionally, the measurement of length in the unit that follows allows students to continue their exploration of linear models for fractions, in particular.
We have just started our unit on fractions and we are still focusing on unit fractions (fractions with 1 as the numerator) and simple shaded fractions with a numerator higher than 1. Every day review the following vocabulary with your child!
- Fraction: part of a whole
- Numerator: The number on top (how many pieces you have).
- Denominator: The number on the bottom (how many pieces there are in all).
- Unit Fraction: The numerator is 1 and the denominator is how many pieces there are total.
Some activites you can conduct with your child at home are:
Other tasks to do with students:
- Make multiplication flashcards and practice fluency tasks (Facts 1-12)
- iReady Math (Link on "Interesting Web Resources" tab)
- Xtra Math- Fleuncy Facts (Link on "Interesting Web Resources" tab)
Science- Matter: Properties and Change
Students will know:
Matter (solid, liquid, gas) has mass and takes up space
Air surrounds us, takes up space, and has mass.
All matter has properties and can be differentiated by those properties.
A change in state is caused by particles of matter being heated or cooled.
Heat causes particles to speed up and expand.
Cold causes particles to slow down and condense (exception: water particles expand when cooling)
We recently started our matter unit this week! We have conducted an experiment watching a solid (ice) change to a liquid (water) and what the effects of applying heat sources are! Some activities you can do at home are:
- Allow your child to help you cook thinkgs such as jello, cakes, frozen food, popcicles ect. and explain the change in the state of matter to them!
- Make slime or oobleck with your child to show how different materials mixed together cause a reaction that changes the states of matter.
- Students can explore "States of Matter" on Brainpop!
- Explore the different states of matter resources on CK-12!