A Week in our Shoes

 Literacy: Text Features and Poetry!

We investigated how nonfiction text features help you learn and find information! We investigated our Social Studies textbook: Communities from Scott Foresman. After an initial exploration of the book, we used text features to help us learn about some tribes, like the Iroquois had a way of life, government, religion, and traditions prior to European Explorers coming to America. Third graders practiced a "mindstreaming" activity where they read a section with a small group and wrote down their thinking/learning. After that, they taught another student their section, and then learned about what their new partner read.
We then put all our learning together to discuss cause and effect of European Explorers coming to the Americas. We also discussed how different cultures and way of life may affect how you interact with new people. This coming week we will learn from the point of view of the indigenous people, and how perspective can change history. Whose history is told? Why is that?

As we work with figurative language, we looked at "poems." We each had a stanza of a poem. These poets looked at their stanza and tried to determine what the author was trying to say through figurative language. We discussed how it was tricky considering the stanzas were separate and we didn't have context. We shared and learned about the stanzas our partners had, and then had to figure out which stanzas were from the same poem as ours! This was pretty interesting and a fun experience to see! Guess what, each poem WAS ACTUALLY A SONG! I took out the chorus from each song, so students had a great discussion about how the chorus can really share the author's main message!

Poetry stanza inferring and putting together stanzas... “Wait, this is a SONG?!l” how the chorus restates the main message! pic.twitter.com/Q8bvttbqCs

— Mrs.Gleason-MBGrade3 (@gleasonMB3) April 5, 2019

Through this unit, we will continue to address MN English Language Arts standards 3.1.1.1/3.1.3.3: ask and answer questions referring to the text and describe characters in a story, as well as 3.1.2.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Through our Making Meaning curriculum, we have also been focusing on social emotional goals as well. We have been reflecting on how to be a fair partner, listen respectfully, and analyzing the effect of their behavior on others and on the group work. Students will continue to share, take responsibility for their sharing/learning, and refer to the text to prove ideas and thoughts.

Math: Multiplying Larger Numbers and Comparing and Ordering Fractions!


As we continue to address the MN State Academic Standards, we have been applying our knowledge of fraction concepts. We can compare and order fractions with like denominators, AND unit fractions. Students have been ordering them from least to greatest and vice versa, as well as solving number stories containing fractions of a set.

These mathematicians have been exploring how to multiply larger numbers. This week we will learn strategies to solve even larger multiplication problems. We will be multiplying one digit by 2 to 3 digits. One strategy that builds on the concept of place value, is the area model. This is WAY different than I grew up learning, so here is a video to show you how it works!

Through this unit we are addressing the following standards:

• Read and write fractions with words and symbols.
• Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line.
• Understand that the size of a fractional part is related to the size of the whole.
• Understand what denominators and numerators are, use models to show them, and order/compare fractions with like denominators!
• Represent multiplication facts in a variety of ways.
• Use strategies such as mental strategies, partial products, standard algorithm, commutative, associative, and distributive properties.

Math homelinks should not be taking extended amounts of time, or causing extensive frustration. Please contact me if this is happening. We are learning the skills daily in class, and we have discussed what the role "learner" means. It is our job to ask questions for understanding as our community should be a safe place to ask questions and make mistakes. Sometimes learning is a healthy struggle; not everything comes easy! Learning this can be hard and frustrating, but that helps us become stronger!

A Peek into This Week:

• Multiplying larger numbers!
• Figurative Language!
• Investigating expository mentor texts in order to write our own!
• Showing and appreciating Integrity!
• Our Reading MCA test is April 17th, Math is April 24th!
• There are NO MORE LATE STARTS this year.