St. Joseph Catholic School

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Hello, 
I’m Mrs. Sharon Shute and this is my 16th year here at St. Joseph School! I am thrilled to be your child’s teacher this year and so excited to be leading them on their journey of wonder and wisdom. A bit of background about myself- I have been an early childhood educator for 35 years beginning as a preschool teacher in Chicago. My love of children grew and so6 did my education! I began teaching Montessori preschool and then went to school and earned an Early Childhood Degree from Kendall College (then in Evanston)with a minor in Psychology. I have been very fortunate to teach in two Catholic schools in Chicago before coming to St. Joe's. I have brought the spirit of my Chicago experiences to this vibrant, thriving, and flourishing school and I am eternally grateful for the opportunity of working at such a wonderful school. I have been nominated for The Golden Apple Award from my work here at St. Joe's and at St. Stanislaus in Chicago.
 
Though this is my 16th year at St. Joe's, I taught first grade for 14 of those years and now love teaching third grade. Lots of new things this year: Chromebooks, Media class with Mrs. Hoglund and Spanish class with Mrs. Leonhardt, and team building activities every Friday. So excited to journey into Third Grade with such caring and kind parents and students. Thank you for letting your child be a part of our school family. 
 
Please feel free to email me through the website or at [email protected]. Also, feel free to contact me regarding any questions or concerns that arise throughout the school year. 
 
This school year, our class will consist of: Reading, Spelling, Math, Language Arts, Religion, Social Studies, and Science. I will be teaching Social Studies to both 3rd grade classes. Miss Kaitson will be teaching Science to both classes. We switch classes twice a week. 
 
I feel so blessed to have been successful at piloting flex seating (with desks also) last year in my third grade class. Looking forward to this year with half flex seating and half traditional. Thanks to a wonderful parent for donating some of our flex seating and making this new venture possible. 
 
I feel so honored and blessed to be a part of your child's journey this year! 
Most Sincerely,
Mrs. Sharon Shute
 
We are going peanut free in the classroom. Please read for snack: Thanks!

Our aim is to provide a safe learning environment for all people in our school Community. To support this, SJCS is designating your child’s classroom as “nut-free”. This policy aims to increase our community awareness in order to minimize the risk for children with documented allergies to nut products. Our school has developed and will maintain a whole-school action and implementation plan when dealing with students who have critically life-threatening allergies.  


WHY? Anaphylaxis is a severe form of allergic reaction which is potentially life-threatening. It can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure. There are many causative agents for anaphylaxis with nuts often being the precipitative factor.  Anaphylaxis is preventable.  Avoidance of specific triggers is by far the best option. Management is via immediate injection of epinephrine and emergency transport to the hospital. 


Allergy to peanuts appears to be on the rise in children. According to a FARE-funded study, the number of children in the U.S. with peanut allergy more than tripled between 1997 and 2008. Studies in the United Kingdom and Canada also showed a high prevalence of peanut allergy in school children.  

Based on recent studies, an estimated 25-40 percent of people who have peanut allergy are also allergic to tree nuts. In addition, peanuts and tree nuts often come into contact with one another during manufacturing and serving processes. For these reasons, allergists usually tell their patients with peanut allergy to avoid tree nuts as well.  


Trace amounts of peanut can cause an allergic reaction. Casual contact with peanuts, such as touching peanuts or peanut butter residue, is less likely to trigger a severe reaction. Casual contact becomes a concern if the area that comes into contact with peanuts then comes into contact with the eyes, nose or mouth (for example, a child with peanut allergy gets peanut butter on her fingers, and then rubs her eyes).  


What does this mean for me?  

  • Your child’s classroom will remain a “peanut/nut-free zone.”  Please do not send in any food items to be consumed in the classroom that contains peanuts, nuts, peanut butter, nut butters, or peanut products. 
    • This includes almonds, filberts, Brazil nuts, cashews, hazelnuts, macadamia nut, pecans, pine nuts, pistachios, and walnuts.
    • Read labels carefully to make sure the products are nut free.  
    • This includes labels that read “May contain traces of peanuts/nuts” or “processed in a facility that processes products that contain peanuts/nuts.”  Food labels and ingredients change over time, so always read the label each time before purchasing snacks. 
    • NO HOMEMADE TREATS MAY BE BROUGHT INTO THE CLASSROOM. All treats/snacks brought to the classroom must have an ingredient label.

  • A peanut free table will be designated in the lunch room for all students with peanut/nut allergies.  
  • Peanut butter and peanut/nut products may be packed in your child’s lunch, but CANNOT be eaten in the classroom, or at the peanut/nut free lunch table.  

Thank you for your continued support with keeping our students safe.

Mrs. Wegener        

 

 




 
 
 
 
 
 
 
 

 

 

Enter your text here...

TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

7:30 – 7:34

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

7:35 – 8:15

Spanish

Math 

Math

PE

Prayers, Devotions, Intentions, Songs

8:17 – 8:57

Music

Math

8:30 Mass

Math Groups/ ELA

Math 

Spelling, Reading Tests

8:59 – 9:39

Math

9:20- 9:50- PE

Art

Math Groups/ ELA

ELA

9:41 – 10:21

Math Groups

Math/ Begin ELA

ELA

ELA/ Lit Circles

Lit Circles

10:23 – 11:03

ELA

ELA

SS Switch Classes

SS Switch Classes

STEAM

11:05 – 11:45

Lunch Recess

Lunch Recess

Lunch -

Lunch Recess

Lunch Recess

11:47 – 12:27

ELA Lit Circles/ Workshop

11:37- Lit Circles/ Workshop

ELA Lit Circles/Workshop

Library/ Media

Religion

12:29 – 1:09

Library/ Media

12:19- ELA Lit. Circles/ Workshop

Lit Circles/ Workshop

ELA Lit Circles/ Workshop

Social Studies My Class

1:11 – 1:50

Religion-Gratitude Journal

Finish Lit Circles

Gratitude Journal/ SS My Class

Religion

Gratitude Journal

Religion

Gratitude Journal

Fun Friday Team Building Activities

Gratitude Journal

1:50 – 2:00

Dismissal

Dismissal

Dismissal

Dismissal

Dismissal
 

Posts

Week at a Glance: January 29- Feb. 2, 2024

Week at a Glance: January 29- Feb 2, 2024

Highlights of the Week:

Reading: Continuing with Hero unit- Week 2

Spelling: Abbreviations 

Writing: January journals/ begin February journals

Math: Begin Chapter 8 

Social Studies: Begin MLK unit

Science: Light and Matter 

Religion: Christmas is reviewed


Spelling: Spelling words for this week:

A.M., ASAP, Blvdl, etc, no, P.M., P.S., Rd., vs., wt. Challenge words: dept., hrs., FYI

Develop Vocabulary words: figured, complain, patience, temper, remembered

Key Vocabulary words: humble, quietly, unshaken, rustle- 

Unit Academic Vocabulary: encourage, defeat, distinguish, achieve, command

High Frequency Words- building, ocean


Reading: Unit 3 Week2 Heroes-

Weekly Question- How can a hero’s actions affect others?

Learning Goals:

  1. I can learn more about historical fiction and analyze plot and setting in historical fiction.
  2. I can develop knowledge about language to make connections between reading fiction and writing historical fiction.
  3. I can use elements of narrative text to write a historical fiction story.

Goals of the week:

  1. Listen attentively, ask relevant questions to clarify information, and make pertinent comments.
  2. Identify, use, and explain the meaning of antonyms, idioms, homophones, and homographs in a text.
  3. Make connections to personal experiences, ideas in other texts, and society.
  4. Read on-level text with a purpose and understanding. 
  5. Make inferences and use evidence to support understanding
  6. Evaluate details read to determine key ideas.
  7. Synthesize information to create new understanding
  8. Explain the author’s purpose and message within a text.
  9. Demonstrate and apply phonetic knowledge by decoding compound words, contrats, and abbreviations.
  10. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Writing:

  • Morning Work: Daily Oral Language Packet
  • Simple Solutions Grammar lessons M-F
  • January creative writing packet
  • January prompts for creative writing
  • January Spelling Menu- M-Th spelling review lessons


Math: Beginning Chapter 8-Apply Multiplication and Division

Vocabulary words: decompose, Commutative Properties, repeated subtraction

Mathematical Practices:

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Attend to precision.
  • Look for and express regularity in repeated reasoning.
  • Model with mathematics
  • Use appropriate tools strategically.

Monday- Chapter 7 Test on Multiplication and Division Practices

Tuesday-  Lesson 1- Multiply by 6- Use different strategies, including doubling a known fact, to multiply by 6.

Wednesday- Lesson 2-  Multiply by 7- Use different strategies, such as properties, arrays, and composing factors, to multiply by 7.

Thursday- Lesson 3- Divide by 6 and 7- Use different strategies, including arrays and repeated subtraction, to divide by 6 and 7.

  • Daily mental math practice with IReady math lessons
  • Daily Simple Solutions math lessons M-F


Social Studies: Continued discussion of the life and legacy of Dr. King and the Civil Rights Movement-

  • This week we’ll introduce the following books:
    • Who Was Harriet Tubman? Bu: Yona Zeldis McDonough
    • What Was the Civil Rights Movement?   “
    • What was the Underground Railroad?   “
  • Through discussion, videos, songs, and books we will discuss the Civil Rights Movement and the leaders/ heroes that changed American history.

Science: How do light and matter interact? Chapter 1; Lesson 3

By the end of this lesson, the student should be able to analyze how light is reflected, refracted, and absorbed and will describe how light forms shadows.

DCI-3-ESS2.D.2

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

PE-3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

How do light and matter interact? This activity provides an opportunity for students to make observations about light and identify examples of light being reflected, refracted, and absorbed.

What happens when light strikes material? This activity provides an opportunity for students to compare and contrast how light and milk reflect, refract, and absorb light.

Keywords

translucent, compare, data analysis, opaque, explore, reflection, virtual lab activities, absorption, investigate, lab, absorb, virtual lab activity, light energy, straight lines, transparent, compare and contrast, reflect, labs, virtual lab, light, investigation, straight line

Keywords

refract, reflect, absorb, light energy




Religion: Session 15- Celebrating Christmas

On Christmas, we celebrate the birth of our Savior Jesus, the Son of God, who came to us through Mary. The Christmas season begins with Mass on Christmas Eve and extends through the Feast of the Epiphany.

  • Explain how Joseph learned that Mary and her child were holy.
  • Describe how we celebrate the birth of Jesus on Christmas.
  • Describe how we celebrate Christmas at Church.
  • Explain that the name Bethlehem, the town where Jesus was born, means “house of bread” in Hebrew.

Session Theme: Christmas is a time to celebrate as a Church the birth of Jesus.

-Daily songs, prayers, and devotions

-All School Mass Tuesday at 8:30- non buddy Mass

Homework for Thursday, 1/25/24

Homework for Thursday, 1/25/24
--Spelling - fancy writing of the spelling words to prepare for Friday's test--
--Math fluency worksheet- multiplication and division
Unfortunately, we didn't get to present animal posters today due to the busyness with IReady. Hopefully tomorrow! 
Tomorrow:
--Science, Social Studies, and Religion 
--Spelling and Reading Tests
--IReady (half the class has finished both tests) testing
--STEAM
--Pep Rally at 12:30
--Cleaning day to prepare for Sunday's Open House
 
Have a lovely evening!
With Gratitude,
Mrs. Sharon Shute
 
 

Homework for Wednesday, 1/24/24

Homework for Wednesday, 1/24/24
 
--Spelling sentences to practice spelling words for Friday's test.
Thanks to all of you who turned in the January book reports- they look fabulous! They will be on display for the Open House on Sunday. Students will begin presenting them tomorrow afternoon.
 
Tomorrow:
--Gym 
No Library since the book fair is going on-
 
Have a lovely evening,
With Gratitude,
Mrs. Shute

Homework for Tuesday, 1/23/24

Homework for Tuesday, 1/23/24
--Spelling text sheet to practice words for Friday's spelling test
--Math fluency worksheet
--Service project invitation for you to parents to look at
--No SeeSaw this week for h/w
 
Tomorrow:
--Art Class 
--IReady math continues along with IReady reading
THANKS for ensuring your child's Chromebook is charged- today went much better than yesterday. 
--January book reports are due tomorrow- thanks for all the posters coming in earlier- they look fantastic!
 
With Much Gratitude,
Mrs. Shute
 

Homework for Monday, 1/22/24

Homework for Monday, 1/22/24
-- Spelling words- practice writing the words on sheet
-- Math fluency worksheet
--January animal book report due Wednesday
--IReady testing all this week for Math and Reading; Please remind your child to charge Chromebook nightly. Thanks!
 
Tomorrow:
--Gym and 8:30 Mass
Have a lovely evening,
Mrs. Sharon Shute
 

Week at a Glance for January 22-26, 2024

Week at a Glance: January 22-26, 2024

Highlights of the Week:

Reading: Begin Unit 3- Heroes

Writing: January journals

Spelling: Words with prefixes are highlighted

Math: Chapter 7 Multiplication and Division

Social Science: Begin Civil Rights unit

Science: Complete Lesson 2- How does energy change forms?

Also: January book report due on Wednesday, 1/24


Other highlights this week:

  • Monday- Students go to the Book Fair to get a sneak peak and fill out wish lists
  • Tuesday- All school Mass with buddies
  • Friday- Pep rally in the afternoon
  • *No Media or Library this week due to the Book Fair

Please make sure Chromebooks are charged nightly as we are taking the IReady Diagnostic tests this week in reading and math*


Spelling Words: prepay, nonstop, disagree, nonfiction, preapprove, indirect, imperfect, impolite, insecure, incorrect- Bonus words: impossibility, indefinite, disqualify


Vocabulary Words: abandon, appeared, enormous, interfered, stationary


Unit Vocabulary Words: encourage, defeat, distinguish, achieve, command-


Reading: Begin Unit 3- Heroes:

Unit 3 Goals:

  • Essential Question- What makes a hero?
  • Unit theme: Collaborate with others to determine what makes a hero?
  • Reading: Understand historical fiction and its elements.
  • Reading-Writing- Use language to make connections between reading and writing historical fiction. 
  • Writing goal- Use elements of a narrative text to write a historical fiction story.

Week 1 - Historical Fiction

Reading Workshop:

  • Primary sources- Steps on the Moon- read short story
  • Historical Fiction- Below Deck, a Titanic Story
  • Words that describe plot and setting
  • Correct or confirm predictions
  • Talk bout it: Support an opinion

Reading- Writing- Workshop Bridge- 

  • Related words
  • Prefixes: pre-, dis-, in-, im-, non-
  • Explain the use of illustrations and use illustrations to understand the story

Writing Workshop:

  • Introduce and immerse- historical fiction
  • Identify character and setting
  • Develop  plot
  • Brainstorm ideas
  • Plan your historical fiction story

Spelling- 

  • Spell prefixes: pre-, dis-, im-, non-

Language and Conventions:

  • Subject verb agreement

Writing:

  • Daily Writing in Daily Oral Language packet
  • Daily writing in January creative writing journal
  • Daily writing in notebook with January prompts
  • Daily writing in Gratitude journal
  • M-F Daily work in Simple Solutions Grammar book
  • Cursive writing practice

IReady reading diagnostic test this week; Please make sure Chromebooks are charged-


Math: Chapter 7-Division and Multiplication

Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication, dividend, divisor

Mathematical Practices:

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Make sense of problems and persevere in solving them.

Monday- Check My Progress with vocabulary check and division check

-- Lesson 6- Problem Solving Investigation- Students will solve a problem by identifying extra or missing information. Strategies utilized- Make a table, Look for a Pattern, Use Models-

Tuesday- Lesson 7- Multiply by 0 and 1- Students will use different strategies, such as equal groups, patterns, and properties, to multiply by 0 and 1.

Wednesday- Lesson 8- Divide with 0 and 1; Students will use division rules to divide with 0 and 1. Students will also work on fluency with multiplication and division problems.

Thursday- Review Chapter 7 lessons and practice fluency with multiplication and division problems.

*** Daily work with IReady Math and Math SeeSaw activities

***Simple Solutions Math Lessons M- F-

IReady Math Diagnostic Test this week- Please make sure Chromebooks are charged-


Social Studies: Civil Rights Month

Goal: Students will read and discuss historical fiction and make connections between text and primary sources [photographs] that provide evidence of social conditions in the past. Students will follow guidelines from worksheets adapted from the National Archives and Records Administration. At the end of the unit, students will “blog” or make a written entry into a classroom writing folder where the question is: “What is worth standing up for?” Objectives: Students will be able to define primary sources, investigate evidence of past events through analysis of photographs and develop new vocabulary in context. Students will be able to make connections between primary sources and historical fiction text as they relate to the Civil Rights Movement. 

Book: Here- The Other Side by Jacqueine Woodson will be the basis for our discussion

Also, Dr. King will be introduced this week through stories, videos and songs.


Science: Finish Lesson 2 How Energy Changes 

By the end of this lesson, the student should be able to observe and communicate how energy can change into many forms.

Standards:

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-LS1-1

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

SEP-3-5-2-2

Build simple models to represent events and design solutions.

Experiment: What can produce energy? Designed for testing potential energy

Lesson 2 Quiz


Religion: Session 14- Mary is Holy- Unit 3-The Church, The Community in the Spirit-

Session Theme: Mary is our model and teacher of faith and love.

The Church is united before God in the Communion of Saints, Mary, the mother of Jesus and the Mother of the Church, is our model. Through her life she shows us how to believe and how to love. When praying the Rosary, we remember the principal events in the lives of Jesus and Mary. 

Outcomes:

  • Describe how Mary responded to the shepherd’s news.
  • Identify Mary as the Mother of God and the Mother of the Church.
  • Describe the Rosary as a way of honoring Mary.
  • Discuss the prayer of the Magnificat
  • Define: Annunciation, Communion of Saints, Rosary, and Visitation

Daily prayer, devotions, and song-

Tuesday- All School Mass with buddies at 8:30

A Few Notes

Hello Everyone!
Just a friendly reminder- the animal book report for January is due on Wednesday. You may bring them before that, too. Please contact me if you have any questions.
Also, our class visits the Book Fair on Monday morning- so excited about that.
 
Have a lovely weekend,
With Much Gratitude,
Mrs. Sharon Shute

Homework for Thursday, 1/18/24

Homework for Thursday, 1/18/24
--Spelling homework- write words in a colorful manner
--Math multiplication h/w
--Study for spelling test tomorrow
*January book report due next Wednesday- 1/24
Tomorrow:
--Religion, Spelling test, Science, Social Studies, Fun Friday- Winter Mural
 
Have a lovely day,
With Gratitude,
Mrs. Sharon Shute

Notes for Wednesday, 1/17/24

Notes for Wednesday, 1/17/24
- No homework this week- instead students can work on animal report that is due next Wednesday, 1/17/24. Please email me if you have any questions.
Tomorrow:
- Library - please bring any library books back
-Gym
- Students are creating their own Kahoot's, with a small group, to play with the class.
 
With Gratitude,
Mrs. Sharon Shute

Week at a Glance: January 16-19, 2024

Please note due to school cancellation last Friday, we didn’t get to the following lessons: Religion, Science, and Social Studies- Also, we have to take the Unit 2 Reading Test-

Week at a Glance: January 16-19, 2024

Highlights of the Week:

Reading: Begin Unit 3 this week-

Spelling: Prefixes are highlighted this week-

Writing: January Journals

Math: Continue Chapter 7

Religion: (From last week) The Church Prays

Science: Different forms of energy

Social Studies: Continued Geography chapter


Spelling Words: prepay, nonstop, disagree, nonfiction, preapprove, indirect, imperfect, impolite, insecure, incorrect- Bonus words: impossibility, indefinite, disqualify


Vocabulary Words: abandon, appeared, enormous, interfered, stationary


Unit Vocabulary Words: encourage, defeat, distinguish, achieve, command-


Reading: Begin Unit 3- Heroes:

Unit 3 Goals:

  • Essential Question- What makes a hero?
  • Unit theme: Collaborate with others to determine what makes a hero?
  • Reading: Understand historical fiction and its elements.
  • Reading-Writing- Use language to make connections between reading and writing historical fiction. 
  • Writing goal- Use elements of a narrative text to write a historical fiction story.

Week 1 - Historical Fiction

Reading Workshop:

  • Primary sources- Steps on the Moon- read short story
  • Historical Fiction- Below Deck, a Titanic Story
  • Words that describe plot and setting
  • Correct or confirm predictions
  • Talk bout it: Support an opinion

Reading- Writing- Workshop Bridge- 

  • Related words
  • Prefixes: pre-, dis-, in-, im-, non-
  • Explain the use of illustrations and use illustrations to understand the story

Writing Workshop:

  • Introduce and immerse- historical fiction
  • Identify character and setting
  • Develop  plot
  • Brainstorm ideas
  • Plan your historical fiction story

Spelling- 

  • Spell prefixes: pre-, dis-, im-, non-

Language and Conventions:

  • Subject verb agreement

Writing:

  • Daily Writing in Daily Oral Language packet
  • Daily writing in January creative writing journal
  • Daily writing in notebook with January prompts
  • Daily writing in Gratitude journal

Math: Chapter 7-Division and Multiplication

Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication

Mathematical Practices:

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Make sense of problems and persevere in solving them.

Monday- Lesson 4- Multiply by 4- Students will double a known fact by 4

Tuesday- Lesson 5- Division by 4- Students will use different strategies, including related multiplication facts, to divide by 4.

Wednesday- Lesson 6- Problem Solving Investigation- Students will solve a problem by identifying extra or missing information. Strategies utilized- Make a table, Look for a Pattern, Use Models-

Thursday- Lesson 7- Multiply by 0 and 1- Students will use different strategies, such as equal groups, patterns, and properties, to multiply by 0 and 1.

*** Daily work with Prodigy Math and Math SeeSaw activities*


Religion: Unit 3 Session 13- The Church Prays

Session Theme- The liturgy, with the Eurchrist at its center, is the Church’s prayer that nourishes our faith.

Outcomes:

    • Describe how Jesus teaches us to pray.
    • Explain how Jesus is present in the Mass and the sacraments.
    • Identify sacramentals as blessed objects that help us pray.
    • Tell the story of Jesus healing the Roman officer’s servant.
    • Define blessing, crucifix, rosary, and sacramental.
  • Vocabulary words: faith, present, blessing, Eucharist sacrament, grace-

All School Tuesday Mass at 8:30- non buddy Mass

Daily prayers, songs, and devotions


Social Studies:

Essential Question How does geography affect our community?

Objectives Social Studies 

  • Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community. 
  • Compare and contrast different regions in terms of their geographic characteristics. 
  • Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts 

  • Orally present solutions to environmental problems in response to ideas offered by others. (speaking, listening) 
  • Organize information in chart form. (writing) 
  • Identify examples of categories found in text. (reading) 
  • Write and illustrate descriptions of geographic locations. (writing)

Describe different land features and how diverse different communities can be. 

Hands-On Activity: Exploring Geography and Our Community 

 Hands-On Activity: Exploring Other Communities 

Play a matching game to find out how people in different communities adapt to geography.

 Show What You Know 

Describe how you and your family have adapted to your community’s geography. 

Complete the Unit Inquiry supporting question that corresponds to the lesson with a session quiz.


Science: Begin Chapter 3 Energy and Its Forms

How can the energy of motion change?

Objective: I will know energy takes many forms, causes motion, and creates change.

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Lesson 1 What are some forms of energy?

By the end of this lesson, the student should be able to classify and compare different forms of energy and will investigate how energy causes motion and creates change.

  • Cause and effect- Boiling Water
  • Vocabulary words: energy, electrical energy, sound energy, potential energy, kinetic energy
  • Students will think about energy used at home: mechanical energy, sound energy, stored energy, and energy of motion . 

Homework for Wednesday, 1/10/24

Homework for Wednesday, 1/10/24
--Spelling Sentences to practice for Friday's spelling test-
---Food Pantry collection tomorrow- thanks in advance
--Intramural basketball permission sheet went home today-
 
The class worked extremely hard today on researching their rain forest animal and plant/tree (to show interdependence). They filled out a graphic organizer first and then typed on Docs. They will present soon. Very proud of them. This was their first informational writing with at least 5 paragraphs.
 
Tomorrow- Gym and Library
 
Have a warm and lovely evening,
With Gratitude,
Mrs. Sharon Shute
 
 

Homework for Tuesday, 1/9/24

Homework for Tuesday, 1/9/24
-Spelling Text H/W- All 13 words are review words from Unit 3 (no bonus words)
--January book report is in your child's folder- January book report information
 
We had a fruitful day- Everyone in class presented their December book report so that is good news! 
Tomorrow, we'll begin Lit Circles and Workshop as usual-
Research begins tomorrow, for a reading project, on researching an animal in the rainforest and a plant/tree that the animal depends on. Please make sure Chromebooks are here tomorrow and charged tonight. Thanks!
 
Library day tomorrow-
Have a safe and lovely day,
Love,
Mrs. Shute

January Book Report Information

Animal Shaped Book Report for January

Due Wednesday, 1/24/24

For the month of January, students will research an animal of their choice and present the facts about their animal on posterboard. The poster board should be cut out in the shape of the chosen animal. For example- if your child wants to research a lion- you would guide them in drawing the outline of a lion on poster board and color it to look like a lion. The facts of the animal should be written by your child on paper and glued on the poster board.


The reports should contain the following facts:

Introduce the animal:

  1. What type of animal is it? Reptiles, mammals, amphibians, etc…
  2. What are the features of the animal? Ex: Zebras have black and white stripes.
  3. What is the size of the animal?

Animal Features:

  1. What is the color and type of body covering? Example- Bird has feathers.
  2. Does the animal have special features or body parts?

Animal Habitats:

  1. What location does the animal come from/ live?
  2. What type of habitat or biome does the animal have? Ex- desert, prairie, etc…
  3. What type of home does it have? Ex- den, cave, underground-

Living Habits:

  1. What are the eating and sleeping habits of the animal?
  2. Does the animal hibernate or migrate? How does it move to keep safe?

Interesting facts about the animal:

  1. What are some neat facts about the animal that you found most interesting? Choose five facts to put on your report about the animal.
  2. Finally, why did you choose this animal? 

Please also list the books you used to research the animal on the back of the poster board. 


Please email me with any questions-

The report is due on Wednesday, Jan 24, 2024


With Gratitude,

The Third Grade Teachers



Week at a Glance: January 9-12, 2024

Week at a Glance: January 9-12, 2024

Highlights of the Week:

Reading: Make a scrapbook

Writing: Research and type a Google Doc (informational non-fiction)

Math: Begin Chapter 7 in Math book

Science: Begin Chapter 2- Energy

Social Studies: Compare and contrast geography of different regions

Religion: The Church Prays


Spelling- Spelling words are a review of some of this unit’s spelling words:

I’ve, let’s, can’t, include, mistake, reptile, popcorn, moonlight, outside, morning, explore, finish, minus-- no bonus words this week-


Language Arts: Review of the following lessons:

This week, students will research plant and animal relationships and create a scrapbook about a plant and animal relationship.

Lesson 1- Compare across texts- Answer the essential question:

  • Introduce inquiry project
  • Read Relationships in Nature 
  • Generate questions about the topic
  • Apply academic vocabulary

Lesson 2:- Explore and Plan--

  • Informational Writing
  • Read Coral Reefs: Living Environments
  • Develop a topic
    • Conduct research- use a library database 
    • Gather information on research topic

Lesson 3 Collaborate and Discuss--

  • Read a student model
  • Identify features of informational texts
  • Refine research:
    • Cite sources
    • Read Why We Need Plants
    • Apply citing sources to article

Lesson 4 Extend Research--

  • Investigate a variety of visuals and media
  • Incorporate media into a scrapbook
    • Collaborate and discuss
    • Revise, edit, and clarify
    • Peer review scrapbooks

Lesson 5- Celebrate and Reflect--

  • Share  your scrapbooks
  • Reflect on project--Reflect on Unit
    • Reflect on goals
    • Reflect on reading
    • Reflect on writing
  • Assessment on Unit 3.2
  • Daily writing in Simple Solutions Grammar packet

Writing:

  • Daily Writing in Daily Oral Language packet
  • Daily writing in January creative writing journal
  • Daily writing in notebook with January prompts
  • Daily writing in Gratitude journal

Students will research, with a partner and type on a Google Doc, a plant/ animal relationship in the rainforest. This is a short week so we’ll do some quick searches on Google


Math: Chapter 7- Multiplication and Division-

Vocabulary words to know: Commutative Property, decompose, Identity Property of Multiplication, Zero Property of Multiplication, dividend, divisor, inverse operations, quotient,

Mathematical Practices:

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Model with mathematics.
  4. Attend to precision.
  5. Look for and express regularity in repeated reasoning.
  6. Construct viable arguments and critique the reasoning of others.
  7. Use appropriate tools strategically.
  8. Look for and make use of structure.

Tuesday- Lesson 1- Multiply by 3; Use different strategies, such as arrays, equal groups, and properties, to multiply by 3.

Wednesday- Lesson 2- Divide by 3; Use different strategies, including related multiplication facts, to divide by 3.

Thursday- Lesson 3- Hand on: Double a Known Fact; Explore how to double a known fact in order to multiply.

  • Daily practice with SeeSaw math activities and IReady lessons
  • Math Prodigy lessons and Kahoot math games
  • Daily work in Simple Solutions Math

Religion: Unit 3 Session 13- The Church Prays

Session Theme- The liturgy, with the Eurchrist at its center, is the Church’s prayer that nourishes our faith.

Outcomes:

    • Describe how Jesus teaches us to pray.
    • Explain how Jesus is present in the Mass and the sacraments.
    • Identify sacramentals as blessed objects that help us pray.
    • Tell the story of Jesus healing the Roman officer’s servant.
    • Define blessing, crucifix, rosary, and sacramental.
  • Vocabulary words: faith, present, blessing, Eucharist sacrament, grace-

All School Tuesday Mass at 8:30

Reconciliation- Tuesday at 12:30

Daily prayers, songs, and devotions


Science: Begin Chapter 3 Energy and Its Forms

How can the energy of motion change?

Objective: I will know energy takes many forms, causes motion, and creates change.

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Lesson 1 What are some forms of energy?

By the end of this lesson, the student should be able to classify and compare different forms of energy and will investigate how energy causes motion and creates change.

  • Cause and effect- Boiling Water
  • Vocabulary words: energy, electrical energy, sound energy, potential energy, kinetic energy
  • Students will think about energy used at home: mechanical energy, sound energy, stored energy, and energy of motion . 

Social Studies:

Essential Question

How does geography affect our community?

Overview

Create a brochure about the geography of your community. Play a matching game to find out how people in different communities adapt to geography.

Objectives Social Studies 

  • Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community. 
  • Compare and contrast different regions in terms of their geographic characteristics. 
  • Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts 

  • Orally present solutions to environmental problems in response to ideas offered by others. (speaking, listening) 
  • Organize information in chart form. (writing) 
  • Identify examples of categories found in text. (reading) 
  • Write and illustrate descriptions of geographic locations. (writing)

Preview 

Describe different land features and how diverse different communities can be. 

Hands-On Activity: Exploring Geography and Our Community 

Create a brochure about the geography of your community.

 Hands-On Activity: Exploring Other Communities 

Play a matching game to find out how people in different communities adapt to geography.

 Show What You Know 

Describe how you and your family have adapted to your community’s geography. 

Assessment 

Complete the Unit Inquiry supporting question that corresponds to the lesson, play the lesson game, and create an assessment using TCI questions or your own in the test builder. 

Notes for Tuesday, December 19, 2023

Notes for Tuesday, December 19, 2023
--Book Report due tomorrow- Please email me if you have any questions- 
Thanks for all your help with this project! January's report will be a non-fiction animal book.
--Today we buddied up with 2nd grade and our class read them, a social studies project, to a partner. Way to go, School Family!
 
Tomorrow:
--Art and Science
--More work on Christmas traditions around the world
--Math test
 
Have a lovely evening and stay well- The Room Parents are working hard on a great party for Thursday. Thanks for all the donations that are coming in.
 
With Much Gratitude,
Sharon Shute