What do you expect of your third graders as far as vocabulary from the basal reader? Do you just make sure they can decode and pronounce them, do you make them learn the definitions, or what? This grade level is lower than I'm used to, so I'm looking forward to your ideas.
They will learn the...See MoreOn 9/01/11, 3rd wrote: > What do you expect of your third graders as far as > vocabulary from the basal reader? Do you just make sure > they can decode and pronounce them, do you make them learn > the definitions, or what? This grade level is lower than > I'm used to, so I'm looking forward to your ideas.
They will learn the definition from the reading. I go over vocab I think they will not know. I write the words on the board and teach the meanings of them. I try to limit it to five at a time - more than that is counterproductive.
We play around with the words. Who could put this word in a sentence? One time I opened the locked classroom closet to teach them the word 'musty'. For 'dim' once I walked them down to the basement where the lighting is dim.
I do this before they read the chapter. If they can use the word correctly uring the course of the day, I'll put a star on the board. They really like vocab work!
Elaine SOn 9/04/11, Hurley wrote: > On 9/04/11, Kid@Heart wrote: >> They may just be tired by that point in the day. What time does >> lunch/recess end? I have to do mine in the morning because I have >> specials most afternoons, so we go right from reading into math. >> Could you switch your math time or is it set in stone? >...See MoreOn 9/04/11, Hurley wrote: > On 9/04/11, Kid@Heart wrote: >> They may just be tired by that point in the day. What time does >> lunch/recess end? I have to do mine in the morning because I have >> specials most afternoons, so we go right from reading into math. >> Could you switch your math time or is it set in stone? > > > The time is pretty much set. Math begins at 12:35 for an hour. Specials > are at 1:40. It's the same every year, and this is the only class that > is just "out to lunch" during math. I was thinking about tossing a > beach ball when I want a student to answer a question, or read a > problem. I thought that might perk them up, but I'm also worried it > will result in pandemonium. I guess I can try it and see if it helps. > Also, it's early in the year and the beginning math is pretty easy. > Maybe this group is just bored??? But I know they are a low math group > as well. I guess there are various factors involved, but I still need a > way to get them to focus. I hate to threaten them with "we'll miss gym > if you won't pay attention" but I almost considered that last week. > They were driving me nuts.
could you try student teachers? With a little coaching pick 2 of your brightest and have them "teach" a lesson. Then tell the others you'll pick some of the 'brightest' listeners to be the next 'teachers'? Good luck...I might try this myself -- I seem to have an overabundance of kids needing redirection this year as well.
My all time advice is make them more tired than they make you -- have them pass out the paper, pick up the manipulatives, walk to the carpet, use whiteboards, then use their logs, then back to their seats.. etc I find that if I change up the location or the type of response I ask for about every 10 minutes it helps. (try matching cards, thumbs up, talk to your elbow partner, etc for some energy relief) Just make sure you're not one of those 85% sit and git teachers.
Some ideas: Wipe off board for each child. Have them do a problem on the wipe off and hold it up for you to see when they are finished. When you nod, the student can erase. You can make them by inserting card stock in a page protector. Be sure to have them practice using them according to your rules, otherwise you may find them doodling on them.
Have them use manipulatives to truly understand the process you are teaching: beans, toothpicks, legos etc.
Call up students to the board to do the problems after you demonstrate. (If you are teaching borrowing in subtraction, call up one student to start the problem. That student hands off the marker/chalk to another student who is raising his/her hand. )
All pupil response while you are teaching the lesson: Thumbs up/down if they agree with how you are doing the problem. Intentionally make some mistakes along the way.
Have math races to practice the problems. Call up four students to the board. You dictate a problem and then students at the board do it and turn around when they are finished. The one who finishes first explains the problem and then stays at the board as you choose three new challengers. By the way, the students at their seats also do the problem you dictate so they can practice for their turn at the board.
Post 12 problems on cards around the room. Each card has a number at the top and a problem in the middle. Students number their papers (or fold their paper into 12ths), walk around the room and complete the problems.
Mr. Bubble : Draw a cloud shape figure with feet, eyes, nose and a mouth. Throughout your lesson, write initials of students who are paying attention inside Mr. Bubble. Those with initials inside get to; line up first, etc. This idea works best for seatwork time.
On 9/04/11, Dan Hoffman wrote: > Does anyone know how to...See MoreHi Dan; You can't really because of the proprietary software. SMART codes and Promethean code are two different languages. That's why schools need to stop drinking these companies kool-aid. The software isn't even that good. You should use something that is universal. Good luck!
On 9/04/11, Dan Hoffman wrote: > Does anyone know how to convert Promethean Board to Smart > Board and not lose a lot of information.
I taught 3rd grade reading with Storytown for 2 years. Here is a site I found over the summer before starting 3rd grade. You will find many resources you can pull from or use with your plans. I ran large group instruction and posted MANY links to review sites on the useful links page of my school webpage. The links were for the students to practice the skills we were learning. You will see that the skills are the hardest part for students to grasp. I did supplement the curriculum with more practice than the reading practice book gives and made my own study guides for each story.
Jill CooperOn 9/23/11, taught 3rd reading wrote: > On 9/05/11, concerned wrote: >> This is my second year in third grade using Storytown. I >> like the flow of the program, but often feel that if I >> teach strictly by the manual, I'm not teaching the concepts >> enough. It just seems like small snippets each day. I'm not >> s...See MoreOn 9/23/11, taught 3rd reading wrote: > On 9/05/11, concerned wrote: >> This is my second year in third grade using Storytown. I >> like the flow of the program, but often feel that if I >> teach strictly by the manual, I'm not teaching the concepts >> enough. It just seems like small snippets each day. I'm not >> sure if I'm making sense...Well, last year I had a high >> group that caught on very easily. Not this year!! I'm >> wondering how others who use this program do small groups? >> What portions of the lesson do you teach each day before >> you break away into small groups? What kinds of things are >> you doing in small groups to reinforce what is being >> taught? Again, I feel that what is offered in the manual is >> not teaching concepts as deeply as they are tested. I'm >> also interested in how others use the Strategic >> Intervention kits...Thanks for any insight... > > > I taught 3rd grade reading with Storytown for 2 years. Here > is a site I found over the summer before starting 3rd grade. > You will find many resources you can pull from or use with > your plans. I ran large group instruction and posted MANY > links to review sites on the useful links page of my school > webpage. The links were for the students to practice the > skills we were learning. You will see that the skills are > the hardest part for students to grasp. I did supplement the > curriculum with more practice than the reading practice book > gives and made my own study guides for each story. > > > [link removed]
I am a 3rd grade teacher in NY. As part of my professional development this year, I am maintaining a blog about teaching problem solving strategies. It would help me out a great deal professionally if you would follow my blog and add feedback, comments, suggestions, etc. I will start posting next week. Go here: [link removed]
What kinds of both picture books and chapter books do thrid graders like to read and/or should read?
I saw the post regarding read alouds, but I am looking for picture books and chapter books for independent reading that most 3rd grades should be able to read without help.
April BensonOn 9/12/11, NB wrote: > I need phonemic awareness activities for grades 3-5 other > than Debbie Dillar or Florida Center for Reading Research. > >ok here
For ages 7+ "you're COLOR" is a children's book set in a familiar far off place. A boy with a beard, the boy being named Griz, lives in a world that's pretty black and white. Here you have to find your color. Through the eyes of his dog Otter, Griz finds color in different people and places as he figures out which hues stick like they should.
The coloring book "you're COLORing" is a black and white coloring book that goes perfectly with "you're COLOR" for long road trips or as a classroom supplement. Color along as you read the story with a friend or parent. With 28 pages your pencils and crayons will run out of color before you do!
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They will learn the...See More