Dear Parents,
We have not begun our personalized Reading groups yet where students will be switching based on Lexile levels, but I wanted to show you the standards that are applicable to your students. As you can see, many of the standards are similar, but we will differentiate lessons based on appropriate text complexity. We will begin these lessons on September 6th after Labor Day.
Jenny M-G
3rd Grade English Language Arts Georgia Standards of Excellence
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
ELAGSE3RL2: 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.
ELAGSE3RI2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.
ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
ELAGSE3RI3: Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
ELAGSE3RL4: Determine the meaning of words and phrases both literal and nonliteral
language as they are used in the text.
ELAGSE3RI4: Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
ELAGSE3RL5: Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic quickly and
efficiently.
ELAGSE3RL6: Distinguish their own point of view from that of the narrator or
those of the characters.
ELAGSE3RI6: Distinguish their own point of view from that of the author of a
text.
ELAGSE3RL7: Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
ELAGSE3RI7: Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the
text (e.g., where, when, why, and how key events occur).
ELAGSE3RI8: Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
ELAGSE3RL9: Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters (e.g., in books
from a series).
ELAGSE3RI9: Compare and contrast the most important points and key details
presented in two texts on the same topic.
ELAGSE3RL10: By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the grades 2-3 text
complexity band independently and proficiently.
ELAGSE3RI10: By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, at the high
end of the grades 2-3 text complexity band independently and proficiently.
4th Grade English Language Arts Georgia Standards of Excellence
ELAGSE4RL1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
ELAGSE4RI1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
ELAGSE4RI2: Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
ELAGSE4RL4: Determine the meaning of words and phrases as they are used in
a text, including those that allude to significant characters found in mythology
(e.g., Herculean).
ELAGSE4RI4: Determine the meaning of general academic language and
domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
ELAGSE4RL5: Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a
text or part of a text.
ELAGSE4RL6: Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and third-person
narrations.
ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information
provided.
ELAGSE4RL7: Make connections between the text of a story or drama and a
visual or oral presentation of the text identifying similarities and differences.
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
ELAGSE4RI8: Explain how an author uses reasons and evidence to support
particular points in a text.
ELAGSE4RL9: Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
ELAGSE4RI9: Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
ELAGSE4RL10: By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
ELAGSE4RI10: By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in the
grades 4-5 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Sunday, August 28, 2016
"Roots of Democracy" poster requirements
Dear Parents,
We will be doing this project in class, but I wanted to let you know the requirements and to give you the rubric so you know how your child will be assessed. We will be working on these projects this week and next with a tentative due date of Friday, September 9th. Please let me know if you have ANY questions at my e-mail: magisgraves@fultonschools.org
Thanks for your support!
Jenny M-G
Your teacher has asked you and your partner to design an informational poster entitled “Roots of Our Democracy.” Your teacher has requested that the poster board be divided into 3 sections.
The first section should include an illustration of the three branches of government, a description of each branch, as well as titles of jobs held within each branch. The branches should contain titles and a description of the duties of the three branches.
The second section should contain illustrations and labels of buildings in Washington, D.C. that show the Greek influence of architecture in those buildings. You should explain how our government buildings design is connected to ancient Greece.
The third section will have a map of the world (the teacher will give you a blank map). The map should have Greece, the equator, Prime Meridian, lines of latitude, and lines of longitude labeled. The teacher would like for you to design a model of the bulletin board on poster paper. Be prepared to present your bulletin board to the class and include an explanation of why the separation of branches exists. You should make your poster colorful, informative, and eye catching!!
Unit 1 Performance Assessment Roots of Our Democracy
Student Name: ________________________________________
CATEGORY 4 Exceeds the Standard 3 Meets the Standard 2 Approaching Standard 1 Does not meet the standard
Ideas
4 Ideas were expressed in a clear and organized fashion. It shows a complete understanding of the content of the government unit.
3 Ideas were expressed in a pretty clear manner. Some of the items in the bulletin board could have been expressed in a more organized manner.
2 Ideas were somewhat organized, but were not very clear. It took more than one reading to understand.
1 The bulletin board seemed to be a collection of unrelated ideas. It was very difficult to figure out what it was about.
Content - Accuracy/Completion
4 The bulletin board contains all accurate required facts about the topic.
3 The bulletin board contains 1-2 inaccurate or missing facts about the topic.
2 The bulletin board contains 3-4 inaccurate or missing facts about the topic.
1The bulletin board contains 5 or more inaccurate or missing facts about the topic.
Grammar & spelling(conventions)
4 Writer makes no errors in grammar or spelling.
3 Writer makes 1-2 errors in grammar and/or spelling.
2 Writer makes 3-4 errors in grammar and/or spelling
1 Writer makes more than 4 errors in grammar and/or spelling.
Neatness
4 Bulletin board is extremely clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.
3 Bulletin Board is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.
2 Bulletin board is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.
1 Bulletin board is not clean. It may have several distracting error corrections. It looks like it was done in a hurry.
We will be doing this project in class, but I wanted to let you know the requirements and to give you the rubric so you know how your child will be assessed. We will be working on these projects this week and next with a tentative due date of Friday, September 9th. Please let me know if you have ANY questions at my e-mail: magisgraves@fultonschools.org
Thanks for your support!
Jenny M-G
Your teacher has asked you and your partner to design an informational poster entitled “Roots of Our Democracy.” Your teacher has requested that the poster board be divided into 3 sections.
The first section should include an illustration of the three branches of government, a description of each branch, as well as titles of jobs held within each branch. The branches should contain titles and a description of the duties of the three branches.
The second section should contain illustrations and labels of buildings in Washington, D.C. that show the Greek influence of architecture in those buildings. You should explain how our government buildings design is connected to ancient Greece.
The third section will have a map of the world (the teacher will give you a blank map). The map should have Greece, the equator, Prime Meridian, lines of latitude, and lines of longitude labeled. The teacher would like for you to design a model of the bulletin board on poster paper. Be prepared to present your bulletin board to the class and include an explanation of why the separation of branches exists. You should make your poster colorful, informative, and eye catching!!
Unit 1 Performance Assessment Roots of Our Democracy
Student Name: ________________________________________
CATEGORY 4 Exceeds the Standard 3 Meets the Standard 2 Approaching Standard 1 Does not meet the standard
Ideas
4 Ideas were expressed in a clear and organized fashion. It shows a complete understanding of the content of the government unit.
3 Ideas were expressed in a pretty clear manner. Some of the items in the bulletin board could have been expressed in a more organized manner.
2 Ideas were somewhat organized, but were not very clear. It took more than one reading to understand.
1 The bulletin board seemed to be a collection of unrelated ideas. It was very difficult to figure out what it was about.
Content - Accuracy/Completion
4 The bulletin board contains all accurate required facts about the topic.
3 The bulletin board contains 1-2 inaccurate or missing facts about the topic.
2 The bulletin board contains 3-4 inaccurate or missing facts about the topic.
1The bulletin board contains 5 or more inaccurate or missing facts about the topic.
Grammar & spelling(conventions)
4 Writer makes no errors in grammar or spelling.
3 Writer makes 1-2 errors in grammar and/or spelling.
2 Writer makes 3-4 errors in grammar and/or spelling
1 Writer makes more than 4 errors in grammar and/or spelling.
Neatness
4 Bulletin board is extremely clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.
3 Bulletin Board is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.
2 Bulletin board is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.
1 Bulletin board is not clean. It may have several distracting error corrections. It looks like it was done in a hurry.
Tuesday, August 23, 2016
Three Branches of Government Cut and Paste review game
Dear Parents,
These cards went home in a baggie today for your student to review with for Thursday's quiz. Please e-mail me if your kiddo needs another baggie. Thanks for your support!
Jenny M-G
These cards went home in a baggie today for your student to review with for Thursday's quiz. Please e-mail me if your kiddo needs another baggie. Thanks for your support!
Jenny M-G
|
Legislative
Branch
|
Vice
President
|
|
Executive
Branch
|
Cabinet
|
|
Judicial
Branch
|
Congress
|
|
Makes
laws.
|
House of
Representatives
|
|
Carries
out laws.
|
Senate
|
|
Makes
sure laws are fair/constitutional.
|
9
Supreme Court Justices
|
|
President
|
Interprets
laws
|
|
Decides
court cases
|
Appoints
supreme court justices
|
|
Approves
Presidential appointments
|
Handles
foreign affairs
|
|
Declares
war
|
The
White House
|
|
Introduces
bills to become laws
|
The
Capitol
|
|
Vetoes
bills
|
The
Supreme Court
|
|
Signs bills
to become laws
|
Federal
Government
|
|
Directs
the military
|
Constitution
|
Monday, August 22, 2016
August 22, 2016
Dear Parents,
This week we will have our first quiz in Social Studies on Thursday, 8/25. Students will bring home their journals to study tonight, Tuesday, and Wednesday - please help them remember to bring them back to school the next day because we will be using them in class as we review. Your students need to know the vocabulary (community, citizen, democracy, volunteer, election, tax), the three branches of government at each level and the titles within the branches, why we have separation of powers, and that we got the idea of democracy from ancient Greece so we have columns on our government buildings to honor them.
In Reading we will be starting our classroom rotations with choiceboards where the kids have some class required activities and some choices in activities. Please help your child remember to write down what they read each night on their log. This Friday will be the first homework grade your child will receive for the 3 weeks of reading he/she has done.
We also will be beginning our first graded piece of narrative writing. In class we have been working on strategies for choosing a topic (person or place that is important to you), choosing an interesting hook, writing with descriptive words and powerful verbs, adding dialogue, transitioning with "A little later" or "After that", and using our classroom dictionaries, thesauruses, and highlighters to help edit their work As we have read books in class ("Stone Fox", "Chrysanthemum", "Thank You, Mr. Falker", "Enemy Pie", and "Ralph S. Mouse"), we have discussed the literary strategies they use and we refer back to those during Writing class.
Please let me know if you have any questions or concerns at magisgraves@fultonschools.org
If you are able to contribute some snacks to our class snack cabinet for days some of our kiddos forget their snack. we would appreciate Goldfish, pretzals, animal crackers, etc. Thanks so much for your support!
Mrs. M-G
This week we will have our first quiz in Social Studies on Thursday, 8/25. Students will bring home their journals to study tonight, Tuesday, and Wednesday - please help them remember to bring them back to school the next day because we will be using them in class as we review. Your students need to know the vocabulary (community, citizen, democracy, volunteer, election, tax), the three branches of government at each level and the titles within the branches, why we have separation of powers, and that we got the idea of democracy from ancient Greece so we have columns on our government buildings to honor them.
In Reading we will be starting our classroom rotations with choiceboards where the kids have some class required activities and some choices in activities. Please help your child remember to write down what they read each night on their log. This Friday will be the first homework grade your child will receive for the 3 weeks of reading he/she has done.
We also will be beginning our first graded piece of narrative writing. In class we have been working on strategies for choosing a topic (person or place that is important to you), choosing an interesting hook, writing with descriptive words and powerful verbs, adding dialogue, transitioning with "A little later" or "After that", and using our classroom dictionaries, thesauruses, and highlighters to help edit their work As we have read books in class ("Stone Fox", "Chrysanthemum", "Thank You, Mr. Falker", "Enemy Pie", and "Ralph S. Mouse"), we have discussed the literary strategies they use and we refer back to those during Writing class.
Please let me know if you have any questions or concerns at magisgraves@fultonschools.org
If you are able to contribute some snacks to our class snack cabinet for days some of our kiddos forget their snack. we would appreciate Goldfish, pretzals, animal crackers, etc. Thanks so much for your support!
Mrs. M-G
Tuesday, August 16, 2016
August 16, 2016
Thursday, August 11, 2016
August 10, 2016
Dear Parents,
Wow, this year is off to a great start!! We have gotten to know each other better through several "break the ice" activities, organized and color-coded our class journals, completed our first cold read and cold write assessments, started our first class novel with "Stone Fox", begun our notes on Democracy for our first Social Studies unit, personalized the front covers of our Writing journals with photos that are important to us, created our student-generated class rules, taken our first computation timed test, and begun using our brand new agendas. Having Mrs. Johnson visit our class and read "The Most Magnificent Thing" was an added highlight to our week! I love the good work and thoughtful behavior your wonderful kiddos are showing in our class this week and am excited about this school year. :) :) :)
Here are the first standards we will be focusing on in Math:
Math On Level -
MGSE.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. For example: Question: Round 34 to the nearest ten. Student thinking: "Let me locate 34 on a number line. I know that it takes four jumps (ones) to get back to 30 and six jumps (ones) to get to 40. This means that the closest ten would be 30."
MGSE.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable. Example: There are 178 fourth graders and 225 fifth graders on the playground. What is the total number of students on the playground? Student 1 100 + 200 = 300, 70 + 20 = 90, 8 + 5 = 13 so 300+90+13 = 403 students. Student 2 I added 2 to 178 to get 180. I added 220 to get 400. I added the 3 left over to get 403. Student 3 I know 75 plus 25 equals 100. Then I added 1 hundred from 178 and 2 hundreds from 275. I had a total of 4 hundreds and I had 3 more left to add. So I have 4 hundreds plus 3 more which is 403.
Math Advanced-
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Students recognize shapes that are and are not quadrilaterals (four sided) by examining the properties of the geometric figures. A quadrilateral must be a closed figure with four straight sides and they begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals.
They sort geometric figures and identify squares, rectangles, and rhombuses as quadrilaterals. Students should classify shapes by attributes and drawing shapes that fit specific categories. For example, parallelograms include: squares, rectangles, rhombi, or other shapes that have two pairs of parallel sides. Also, the broad category quadrilaterals include all types of parallelograms, trapezoids and other four-sided figures. Example: Draw a picture of a quadrilateral. Draw a picture of a rhombus. How are they alike? How are they different? Is a quadrilateral a rhombus? Is a rhombus a quadrilateral? Justify your thinking.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. This standard builds on students’ work with fractions and area. Students are responsible for partitioning (splitting) shapes into halves, thirds, fourths, sixths and eighths.
Please let me know if you ever have ANY questions or concerns by e-mailing me at magisgraves@fultonschools.org Thank you for all of your support!!
Mrs. M-G
Wow, this year is off to a great start!! We have gotten to know each other better through several "break the ice" activities, organized and color-coded our class journals, completed our first cold read and cold write assessments, started our first class novel with "Stone Fox", begun our notes on Democracy for our first Social Studies unit, personalized the front covers of our Writing journals with photos that are important to us, created our student-generated class rules, taken our first computation timed test, and begun using our brand new agendas. Having Mrs. Johnson visit our class and read "The Most Magnificent Thing" was an added highlight to our week! I love the good work and thoughtful behavior your wonderful kiddos are showing in our class this week and am excited about this school year. :) :) :)
Here are the first standards we will be focusing on in Math:
Math On Level -
MGSE.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. For example: Question: Round 34 to the nearest ten. Student thinking: "Let me locate 34 on a number line. I know that it takes four jumps (ones) to get back to 30 and six jumps (ones) to get to 40. This means that the closest ten would be 30."
MGSE.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable. Example: There are 178 fourth graders and 225 fifth graders on the playground. What is the total number of students on the playground? Student 1 100 + 200 = 300, 70 + 20 = 90, 8 + 5 = 13 so 300+90+13 = 403 students. Student 2 I added 2 to 178 to get 180. I added 220 to get 400. I added the 3 left over to get 403. Student 3 I know 75 plus 25 equals 100. Then I added 1 hundred from 178 and 2 hundreds from 275. I had a total of 4 hundreds and I had 3 more left to add. So I have 4 hundreds plus 3 more which is 403.
Math Advanced-
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Students recognize shapes that are and are not quadrilaterals (four sided) by examining the properties of the geometric figures. A quadrilateral must be a closed figure with four straight sides and they begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals.
They sort geometric figures and identify squares, rectangles, and rhombuses as quadrilaterals. Students should classify shapes by attributes and drawing shapes that fit specific categories. For example, parallelograms include: squares, rectangles, rhombi, or other shapes that have two pairs of parallel sides. Also, the broad category quadrilaterals include all types of parallelograms, trapezoids and other four-sided figures. Example: Draw a picture of a quadrilateral. Draw a picture of a rhombus. How are they alike? How are they different? Is a quadrilateral a rhombus? Is a rhombus a quadrilateral? Justify your thinking.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. This standard builds on students’ work with fractions and area. Students are responsible for partitioning (splitting) shapes into halves, thirds, fourths, sixths and eighths.
Please let me know if you ever have ANY questions or concerns by e-mailing me at magisgraves@fultonschools.org Thank you for all of your support!!
Mrs. M-G
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