I hope you have been enjoying this beautiful, windy, chilly, and colorful fall weather!
And here we go, the week before break and the big things to share are all about Friday. We've got Town Time (more info on Town Time here) and we're so pumped about that, and we've got an early release day on Friday...which truth be told, I kinda forgot about. But, it's happening and school will be out on Friday for students at 1:40.
As far as academics go, we'll just keep plugging away on everything I told you about last week, which includes delving in to unit 2 in math, working on inferences in reading, and publishing our first writing piece.
MATH ASSESSMENT: We finished our Unit 1 Math assessment and I will be sending it home with a Feedback Form that shows you how each question on the assessment aligns with the state standard being assessed and the score your child earned on each. There is a place for parent feedback. Please feel free to add your thoughts or just simply sign it and return it, preferably by Friday. I have already recorded the information in my grade book, so you may keep the test or send it back, you choose. I would love the feedback form back, even if your only comment is a signature that you saw it. Thank you!
I'll also be sending feedback forms for both our writing and reading units after break.
Oh! And there's also the Celebrate the Beat performance on Thursday evening at 6:00pm. While third grade is not participating in the dance, our HERO art work will be there on display!
And that's it for now.
Before I go, here are a few photos from our Three Act Task math lesson last week. It was super fun!
A Three Act task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.
Why would I use this strategy?
To provide an engaging context for the use of mathematics and the development of mathematical understanding.
To reduce the literacy demand.
To add engagement. Students wonder what will happen next.
To create low barriers to entry, allowing the teacher to scaffold as necessary.
To provide an opportunity for estimation and reasonableness.
To provide opportunities to talk about mathematics.To provide opportunities for reflective thought.
To build new knowledge from prior knowledge.To encourage multiple approaches.
To honor diversity.To create situations which require students to engage in mathematical modeling.
To build relational understandings among mathematics concepts.
To shift student ideas about justification of thinking and answers.
Sounds pretty great, right?
Sp, how do I use this strategy?
ACT 1: Engage and Perplex
In Act 1, I share with students an image, video(This time I showed a video of a person making a free standing, upright ring out of one can of Pringles), or other situation that is engaging and perplexing.Students discuss what they notice and wonder. They generate question to ask about the situation.Students decide on a question to answer and make estimates about the likely solution.
ACT 2: Seek Information and Solutions
In Act 2, students work on finding solutions to the problems. They use information they have and ask for more information as needed.I supply more information as requested by students.They may adjust their question as they work. We discussed what information we'd need to find out how to make our own Pringle ringles such as how many Pringles are in a can and how many were left after the ring was made.
ACT 3: Reveal, Discuss, Extend!
In Act 3, students share their work, their thinking, and their solutions.There is a reveal by me of a solution( We found out that it there was 78 Pringles in a can and 14 were left. We discussed how we could use this info to find out how many were used to make the ring and we were guided to a subtraction problem), and the discussion that ensues may take many directions: Students might compare their solutions to each others and to the reveal.Students might compare their solutions to their estimates and discuss the comparison.Students might discuss the assumptions that were made in the work.Students might think of other questions they could pursue next I help students connect their work to the core math of the task.
And, in the case of the Pringle Ringle, we tried to make our own ringles our of Pringles
Rock on, Ringle Makers!
I'm teaching a bunch of future comedians!
Not sure what's happening with Dylan and Cole in this picture, but Jessie did great with these two wild boys!
They got a great base going for the ring!
These gals were very close!
Robert was having fun...by refusing to smile in this picture! Luckily, Mira, Beck and Griffin got the smiling memo!