Thank you for taking the time to read these blog posts! I hope that you're finding value in them. I'm doing my best to get back on track with weekly blogging and appreciate your patience.
Here's a little ditty about what's happening in Melissa's third grade class:
First up: Social Studies/Writing = Slovenia!
Thank you so much for coming to our presentation! I know we got a little bottle necked at certain stations, but we really did our best to create a flow! As I mentioned, this was one of the first country study projects (we've been doing country studies in third grade since before my time here) that it was really all student produced. In the past, parents were having to come in and help with research as all the materials were beyond a third grade level of reading. Teachers were creating ways for students to share information such as plays or reciting facts. This go round, Emmy, Mrs. Weise and myself worked hard to find third grade level resources and ways to present that allowed students to determine importance and shine with creativity.
We're now transitioning into biographies. We'll be heading the Crested Butte Heritage Museum next week to learn about how one of the very first families here in CB were from Slovenia, the Kochevars.
Trudy Yaklich, a living descendant of Jakob Kochevar who arrived in Crested Butte before the mines did, will be there to share with us the stories of her family and how their hardworking and ingenuity helped shaped the town we live in today. How awesome! We will be taking a walking tour of the town and learning about the buildings Jakob built and the dairy their family used to run.
We will use Jakob Kochevar as a class biography example that scaffolds expectations for students when creating a biography of someone they choose.
We will be heading back to Europe to continue learning more about why different organisms are more likely or less likely to survive in an environment though our study of the grove snails.
The first half of third grade is devoted to our oral responses to literature. Though class read alouds, mini lessons and independent reading, we have dedicated much time to comprehension strategies and shared most of our findings through rich, guided discussions. Now, we are transitioning to more written responses to literature. This is not only a real life practice as we often are communicating through writing, it's also a way to incorporate explicit practice with practical grammar and conventions.
Each week, students will be given a piece to read, sometimes fiction, sometimes non fiction and will have a series of prompts to respond to such as: Who is the main character? Who are the supporting characters? How did the character feel after XYZ? What makes you thinks so?
These types of questions facilitate more thoughtful and engaged reading as there is an established purpose. Students will still have time to engage in self-selected materials as well.
That's all for now! Thanks again for taking the time to read this and LMK if there is anything you'd like me to add or omit in these posts!