During Reader’s Workshop third graders will continue a unit on character studies.
Readers will learn alongside their characters, use textual evidence to deepen their level of
interpretations, determine story themes, analyze author’s craft, compare characters
across books, compare problems characters face and their reactions, along with compare
and contrast the lessons characters learn. Many of the lessons involve reading club
meetings to engage in text-based mini-arguments about characters. Additionally, debates
will take place to enrich book club conversations. For homework, students will continue to
write reading responses but will now be required to use textual evidence to support their
Also during the Reading Workshop block, students will begin another chapter book
with their new guided reading groups. The students will continue to work in a whole group
setting as well as in small groups with the teacher to continue to work on comprehension
(author’s purpose, underlying message-known as the heart of the story, first and third
person point of view, story mapping, predicting, characterization, drawing conclusions,
inferring, cause/effect relationships, questioning, connecting through text to self, text to
text, text to world, fact/opinion, main idea/supporting details, summarizing), vocabulary
building, fluency, and decoding skills. Literature used will be teacher read alouds, poetry,
and leveled guided reading books.
During Word Study lessons, students will continue to identify and sort words based
on their spelling patterns/features. Three word study lists focus around suffixes that
change word meanings or have the same sound but different spellings- homophones, long
vowel pairs, r-controlled vowel spellings as well as determining vowel to consonant counts
and locations within words.
During the month of March, the third grade students will continue to work on
persuasive and descriptive compositions. The students will use graphic
organizers and checklists, develop paragraphs, add details/examples to written pieces, and
take risks with exciting introductions and closings. They will write opinion pieces on topics,
support a point of view while creating an organizational structure that provides reasons
that support the opinion. Additionally in March, daily writing lessons will be a review of
proper word choice to create images. Students will be required to “show”, not “tell”,
through nouns, verbs, adjectives, and adverbs. Computer lab visits will allow for the
students to use technology to produce, publish, and practice keyboarding skills.
Unit 6 Everyday Math concepts include: using the trade-first method to solve
subtraction problems, building multiplication fact fluency, using square products as helper
facts to find products of near squares, constructing quadrilaterals, measuring and plotting
distances to the nearest ½ inch, comparing perimeter measurements of polygons, using
multiplication/division diagrams to make sense of and solve number stories, applying
strategies to multiply larger factors, using parentheses in number sentences, writing a two-
step number story to fit a number sentence, using the order of operations to solve
multistep problems, and solving two-step number stories and representing them with
The Chemistry unit will conclude in March. During Science periods, the students
will create test summary tables, compare test results, draw conclusions, and interpret
results to identify the anonymous unknowns for the unit of study.
Students have successfully read and used resource maps and saw how resource
maps could be grouped in different ways. Map Skills objectives for March will cover
using, reading, and making a landform map.