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Transcript
 I grew up in Jackson and graduated from
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North Carolina State.
I received my Masters in Elementary Ed.
I love basketball, soccer, tennis and
reading to my daughter.
I have been teaching for 16 years.
I’ve taught 2nd , 7th , and 8th grades but
third is my favorite.
My Daughter started 1st grade this year.
My Wife teaches Kindergarten.
Your child has entered a new and exciting
stage of his/her educational journey. This
year your child makes the transition from
“learning to read” to “reading to learn.”
My goal is to help your child feel and be
successful and prepare him/her for the
challenges ahead.
 Will be assigned Monday-Thursday
 A homework grade will be given in each subject
 Written assignments should take approximately 30
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minutes
All homework is written in the front of the room
Homework Procedure/Copy & Fax
Home Link Binder is designed to be your child’s link
between home and school
Record “Next Week’s” Tests and Quizzes
Missing Homework Sheet in Monday Marks Folder
Monday Marks Folder
 Your child will be graded from all of the following:
 Class Participation
I love to hear what your child has to say. Their
comments are valuable and will add a lot to every
lesson.
 Homework
 Assessments (Tests & Quizzes)
 Classwork
First time having letter grades
A+ 98-100
A 97-93
A- 92-90
C+ 78-79
C 77-73
C- 72-70
B+ 88-89
B 87-83
B- 82-80
D
60-69
F
59 or less
 Respect all people and property.
 Be Responsible.
 Think
 Be a good listener.
Class Dojo
Every student starts out on the week on zero
Loses points for disrupting class and not
following class or school rules.
Gains points for following class rules.
At the end of each week you get sent a report
about their week.
Try to focus on the positive and not
necessarily the negative.
Parent Volunteers
 Must fill out Classroom Helper Form
 Book Talk
 Book Basket
 Mystery Reader
 Snack Parents
 Craft Parents
Books for Birthdays
 Allowed to bring in a treat, as long as it fits in the
school’s nutrition policy.
 If you want you can come in to be a birthday reader.
 If you want you can donate the book you read to the
class to our library.
Please feel free to contact me via phone or
e-mail.
My e-mail address is [email protected]
Visit my webpage!
www.millstone.k12.nj.us/teachers/millerj
Morning Meeting
Building a Classroom Community!
• Greeting
• Activity
Morning Meeting not only builds community
but also reinforces both social and
academic skills.
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SOCIAL STUDIES ALIVE
 Our Community and Beyond
 awareness about local and global communities
where they live
 responsibilities within those communities
 basics of geography to locate communities on a
globe.
 different cultures and public service roles
 What is the format of Reader's Workshop?
 Reader's Workshop uses a similar format to Writer’s Workshop.
There are several consistent components but there is much
variation on how it is implemented in different classrooms.
 • Mini-lessons on some aspect of literature or a reading strategy.
• Independent Reading Time, where students keep a journal and
respond to the literature in terms of what they think or how they
feel about what they are reading.
• Sharing Time where students share with another person their
journal entries and the other person gives feedback.
 During Independent Reading Time, the teacher engages in student
conferences on an individual or group basis. Teachers can also
engage in guided reading with groups of students who need
additional support.
Shared Reading
 Shared reading allows students to participate in reading material that may be beyond their
reading levels. The teacher models a reading strategy to the whole class using enlarged text
(ex. big books, basal anthology story, morning message on chart paper, Smart board
message). Students all have access to and can interact with the text.
Guided Reading
 Guided reading is designed to help students learn how to problem solve increasingly
challenging texts with understanding and fluency.
The teacher works with small groups of students reading at similar levels, selects and
introduces texts to readers, supports individual students as they read instructional level texts
and engages the readers in a discussion after reading.
 Students are grouped and regrouped according to ongoing observation and assessment by the
teacher. The amount of support given by the teacher varies with the reading skill of students
in a group. Each child is responsible for problem solving the entire text (or portion of it if
reading a longer book) with support from the teacher as needed.
What is Writers Workshop?
 Writers Workshop is a framework for writing
instruction and practice in the classroom.
“Writers read. Writers read texts of all sorts, and
we read as insiders, aiming to learn specific
strategies for writing well.”
Lucy Caulkins
“For me, writing is
exploration; and most of the
time, I'm surprised where
the journey takes me.”
Jack Dann, Writer, Editor, Writing Teacher
Components of Writers Workshop
 Writers Workshop follows a predictable pattern of:
 Mini-lessons (5-10 minutes)
 Independent Writing (20-30 minutes)
 Conferencing (during independent writing)
 Sharing (5-10 minutes)
 TOTAL WRITING WORKSHOP TIME: 30-50 minutes
 Writers Notebook
• Constant composition - These may lead to larger pieces of
writing … they may not.
 A place to write
 What moves you?
 Heart Mapping
 What really matters?
 What in my life, in this world, do I never want to forget?
 What haunts me?
• Odd facts, questions, odds and ends, lists, insights, quotes
• Stop and smell the roses
• Conversations, language, words
5 Ways writing contributes to
the development of a person
 it contributes to intelligence
 it develops initiative
 it develops courage
 it contributes to reading by encouraging the student to
be an active participant in the learning process, by
helping the student to know sound-symbol relations,
and by contributing to their reading comprehension
 it contributes to learning in the field of mathematics
“Writers do not write with words and convention alone;
writers write above all with meaning. Children will
invest themselves more in their writing if they are
allowed – indeed, if they are taught – to select their
own topics and to write about subjects that are
important to them.”
-Lucy Caulkins
Words Their Way
Word Study: A word study approach is one which includes spelling,
phonics and vocabulary. Each part supports a learner as a reader and a
writer. Our approach to word study includes:
•Spelling Patterns: Knowing spelling patterns helps students notice and use
larger parts of words. Patterns are helpful to students in writing words
because they can quickly produce the patterns rather than work with
individual sounds or letters.
•High Frequency Words: Knowing a large number of high frequency
words is extremely useful for students as they grow as readers and writers.
Automatically recognizing these words allows students time to solve other
new words. Students continually add to their bank of high frequency
words.
Words Their Way
•Meaning and Vocabulary: It is important for students to know the meanings of the
words in texts they read and write. This is central to comprehension. It is essential that
students expand their listening, speaking, reading and writing vocabularies so that they
can develop more complex understandings of words they already know. Meanings of
words are often determined by context, along with pronouncing words correctly.
•Word Structure: Since words are built according to rules, looking at the structure of
words will help students learn how words are related to one another and how they can be
changed by adding letters, letter clusters, and larger word parts.
•Word Solving Actions: This focuses on the strategic moves readers and writers make
when they use their knowledge of the language system while reading and writing
continuous text.
Adapted from:
The Continuum of Literacy Learning by
Irene Fountas and Gay Sue Pinnell,
2007 Words their Way by Donald Bear
**Writing counts in all subject areas.
Topics to be Covered this year:
 Review Subtraction Facts and Number Sense
 Subtraction with regrouping
 Graphing
 Multiplication and Division
 Geometry
 Probability
 Problem Solving and Open Ended Responses
 All of these concepts will be reinforced with fun
games and manipulatives.
In Everyday Math you can expect to
see…
 A problem solving approach based on
everyday situations
 An instructional approach that revisits
concepts regularly (spiral curriculum)
 Frequent practice of basic skills, often
through games
 Lessons based on activities and
discussion, not a textbook
 Mathematical content that goes beyond
basic arithmetic
A Spiraling Curriculum…
 Mastery of mathematics
concepts and skills comes with
repeated exposure and
practice, not after just one
lesson
 Enables new connections and
building on what has already
been learned while learning
more difficult and challenging
content
Third Grade Curriculum
Science
Topics to be Covered this year:
The Solar System (Sun, Moon, and Earth)
Energy
Animals and their habitat
Plant Life
Scientific Method
Projects
 Correlate with units
 Spacesuit Creation
 Virtual Zoo
 Terrariums
 Energy Homes
 Completed in class
Experiments
 Benefits of hands-on
learning
 Understanding
 Provide real world
application of material
 Parent Volunteers