Monaview Elementary Third Grade Long Range Plans 2011-2012

The standards listed are taken directly from the SC State Department of Education.

Social Studies
Texts/Resources: Texts/Resources: Houghton Mifflin textbook, various trade books, computers/Powerpoints, maps and globes, teacher created
materials

First Quarter
Regions of South Carolina
3-1.1 Identify the location and characteristics of significant physical features of South Carolina, river systems, major cities; and climate regions. 3-1.2 Interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. 3-1.3 Categorize the six geographic regions of South Carolina according to their different physical and human characteristics. 3-1.4 Explain the effects of human systems on the physical landscape of South Carolina over time.

Second Quarter
Colonial Life/Revolution
3-3.1 Analyze the causes of the American Revolution and South Carolinas role in these events. 3-3.2 Summarize the key conflicts and key leaders of the American Revolution in South Carolina and their effects on the state. 3-3.3 Summarize the effects of the American Revolution in South Carolina, including the establishment of a new nation and a new state government and capital. 3-3.4 Outline the current structure of state government.

Third Quarter
Moving Into a New Century
3-5.1 Summarize developments in industry and technology in South Carolina in the late nineteenth century and the twentieth century. 3-5.2 Summarize the effects of the state and local laws that are commonly known as Jim Crow laws on African Americans. 3-5.4 Explain the impact and the causes of emigration from South Carolina and internal migration from the rural areas to the cities. 3-5.5 Explain the effects of the Great Depression and the New Deal on daily life in South Carolina.

Fourth Quarter
Local History
3-1.4 Explain the effects of human systems on the physical landscape of South Carolina over time. 3-2.2 Summarize the activities and accomplishments of key explorers of South Carolina. 3-2.6 Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal colonial government. 3-3.3 Summarize the effects of the American Revolution in South Carolina, including the establishment of a new nation and a new state government and capital. 3-4.6 Explain how the Civil War affected South Carolinas economy. 3-4.7 Summarize the effects of Reconstruction in South Carolina.

Civil War
3-4.1 Compare the conditions of daily life for various classes of people in South Carolina. 3-4.2 Summarize the institution of slavery prior to the Civil War. 3-4.3 Explain the reasons for South Carolinas secession from the Union. 3-4.4 Outline the course of the Civil War and South Carolinas role in significant events. 3-4.5 Summarize the effects of the Civil War on the daily lives of people of different classes in South Carolina. 3-4.6 Explain how the Civil War affected South Carolinas economy. 3-4.7 Summarize the effects of Reconstruction in South Carolina.

Explorers/Settlers
3-2.1 Explain the motives behind the exploration of South Carolina. 3-2.2 Summarize the activities and accomplishments of key explorers of South Carolina. 3-2.3 Use a map to identify the sea and land routes of explorers of South Carolina. 3-2.4 Compare the culture, governance, and geographic location of different Native American nations in South Carolina. 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans. 3-2.6 Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal colonial government. 3-2.7 Explain the transfer of the institution of slavery into South Carolina.

Growth and Change

3-5.3 Summarize the changes in South Carolinas economy in the twentieth century. 3-5.6 Summarize the key events and effects of the civil rights movement in South Carolina. 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools, the community, the state, and the nation.

Geography/Government/E conomy
2-4.1 Identify on a map the continents and the major nation states of the world and distinguish between the two entities. 3-1.2 Interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. 3-2.6 Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal colonial government. 3-2.7 Explain the transfer of the institution of slavery into South Carolina.

2010-2011

grade Elementary

Reading & Word Study

Texts/Resources: Houghton-Mifflin textbook, Author & Genre Studies (various trade books), 4 Blocks, pocket charts, student
dictionaries/thesauruses, charts, books on tape, computer/Powerpoints, and teacher created materials The following standards will be addressed weekly during our Reading Workshop and Content block:

3-2.9 Read independently for extended periods of time to gain information 3-1.8; 3-1.9 Classify works of fiction (fables, tall tales, folktales) and works of nonfiction (biographies) by characteristics 3-1.7 Create responses to literary texts through a variety of methods such as writing, creative dramatics, and the visual and performing arts 3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text 3-2.5 Use subheadings, print styles, captions, and chapter headings to gain information 3-2.6 Use graphic features (including pictures, diagrams, etc.) as sources of information 3-2.7 Use functional text features (including tables of contents, glossaries, etc.) as sources of information 3-3.1 Generate the meaning of unfamiliar words using context clues 3-3.4 Recognize high-frequency words in context

First Quarter
Genre Studies: Folktale, Fantasy, Realistic Fiction, Poetry, Trickster Tale, autobiography Houghton-Mifflin:
Theme 1: Off to Adventure Cliffhanger Mulan Lost and Found Radio Rescue Poetry Theme 2: Celebrating Traditions Keeping Quilt Grandmas Records The Talking Cloth Dancing Rainbows Trickster Tales

Second Quarter
Genre Studies: Historical Fiction, Fantasy, Science Fiction Houghton-Mifflin:
Theme 3: Incredible Stories Dogzilla Mysterious Giant of Barletta Raising Dragons Garden of Abdul Gasazi Dinosaur Bob Figuratives on Four Legs

Third Quarter
Genre Studies: Informational Text, Fantasy, Realistic Fiction, Biography, Historical Fiction, Fairy Tale Houghton-Mifflin:
Theme 4: Animal Habitats Night of the Pufflings Seal Surfer Two Days in May Biography Focus Theme 5: Voyagers Across the Wide Dark Sea Yummi and Halmonis Trip Trapped by the Ice Fairy Tales Focus

Fourth Quarter Genre Studies: Realistic

Fiction, Biography, Mystery, Informational Text

Houghton-Mifflin:
Theme 6: Smart Solutions Pepita Talks Twice Poppas New Pants Ramona Quimby, Age 8 Helen Keller

Standards Addressed:
Reading Process/Comprehension
3-1.1 Analyze the details that support the expression of the main ideas in a literary text 3-1.2 Analyze a given literary text to make, revise, and confirm predictions 3-1.6 Analyze the effect of authors craft (word choice, sentence structure, etc.) on the meaning of a given literary text 3-1.11 Analyze cause and effect relationships in literary texts 3-2.1 Summarize evidence that supports the central idea of a given informational text. 3-2.2 Analyze informational texts to draw conclusions and make inferences.

Standards Addressed
Reading Process/Comprehension Analysis of Texts
3-1.1 Analyze the details that support the expression of the main ideas in a literary text 3-1.2 Analyze a given literary text to make, revise, and confirm predictions 3-1.3 Analyze the text to determine first person 3-2.3 Distinguish between facts and opinions in informational texts 3-1.4 Distinguish among devices of figurative language and sound devices 3-1.6 Analyze the effect of authors craft (word choice, sentence structure, etc.) on the meaning of a given literary text

Standards Addressed:
Reading Process/Comprehension
3-1.1 Analyze the details that support the expression of the main ideas in a literary text 3-1.2 Analyze a given literary text to make, revise, and confirm predictions 3-1.3 Analyze the text to determine first person 3-1.4 Distinguish among devices of figurative language and sound devices 3-1.10 Recognize the characteristics of poetry 3-1.11 Analyze cause and effect relationships in literary texts 3-2.1 Summarize evidence that supports the central idea of a given informational text. 3-2.2 Analyze informational texts to draw conclusions and make inferences.

Standards Addressed
Reading Process/Comprehension
3-1.1 Analyze the details that support the expression of the main ideas in a literary text 3-1.2 Analyze a given literary text to make, revise, and confirm predictions 3-1.3 Analyze the text to determine first person 3-1.4 Distinguish among devices of figurative language and sound devices 3-2.1 Summarize evidence that supports the central idea of a given informational text.

Phonics and Word Study

3-3.2 Use base words and affixes to determine the meanings of words 3-3.7 Spell correctly Words that have blends Contractions Compound words Orthographic patterns

Phonics and Word Study

3-3.2 Use base words and affixes to determine the meanings of words 3-3.7 Spell correctly Words that have blends Contractions Compound words Orthographic patterns

Phonics and Word Study

3-3.2 Use base words and affixes to determine the meanings of words 3-3.7 Spell correctly Words that have blends Contractions Compound words Orthographic patterns

Common homonyms

Phonics and Word Study

3-3.2 Use base words and affixes to determine the meanings of words 3-3.7 Spell correctly Words that have blends Contractions Compound words Orthographic patterns Common homonyms

Common homonyms

Common homonyms

2010-2011

grade Elementary

Writers Workshop
Texts/Resources: 4 Blocks, writers notebooks, pocket charts, publishing materials, student dictionaries/thesauruses,
computers/PowerPoints, authors chair, trade books

Third Grade classrooms implement Writers Workshop block daily. In this block, the following standards will be addressed:
3-4 Create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. 3-5 Write for a variety of purposes and audiences 3-6 Access and use information from a variety of sources

First Quarter * Sentences and Paragraphs * Writing Process

Second Quarter * Memoir * Book Report * Poetry Unit

Third Quarter * Research Paper *Writing Directions * Journals

Fourth Quarter * Fairy Tale *Memoir Late in the year * Journals

* Small Moment * Journals * Friendly Letter Unit

Things to look forward to in writing:

Publishing Center Students will publish some of their works of writing on the computer. Authors Chair Students will share their writing with the class and provide constructive feedback to each other. Writing Portfolios Students will keep writing portfolios so they will be able to see their growth as a writer at the end of the school year.

Cursive writing will be practiced in third grade! Can you earn your cursive license?

2010-2011

grade Elementary

Math
Texts/Resources: Macmillan Math Connects Textbook, Everyday Math Counts, math games, pattern blocks, base ten
blocks, unifix cubes, plastic money, hundreds charts, number lines, rulers, clocks, graphs, promethean charts, computers, trade books, Powerpoints, playing cards, dice

The following standard will be addressed throughout all math units in second grade and through Every Day Math Counts:
3-1 Understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Place Value
3-2.1 Compare through 999,999 3-2.2 Represent numbers in word form 3-2.3 Use an algorithm to add or subtract whole numbers 3-2.4 Round numbers to nearest 10, 100, or 1,000 3-2.12 Analyze magnitude of digits through 999,999 on basis of their place value.

Multiplication
3-2.7 Recall multiplication facts through 12 x 12 and corresponding division facts

Data Analysis and Probability

3-6.2 Organize data in tables, bar graphs, and dot plots. 3-6.3 Interpret data in tables, bar graphs, pictographs, and dot plots. 3-6.4 Analyze dot plots and bar graphs to make predictions about populations. 3-6.5 Compare benefits of using tables, bar graphs, and dot plots as representations of a given data set. 3-3.4 Illustrate situations that show change over time as increasing. 3-6.1 Apply a procedure to find the range of a data set. 3-6.6 Predict based on data if events are likely, unlikely, certain, or impossible. 3-6.7 Understand when the probability of an event is 0 or 1.

Measurement
3-5.7 Recall equivalencies associated with length: 36 inches = 1yard. 3-5.2 Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches. 3-5.3 Recognize the relationship between meters and yards, kilometers and miles. 3-5.4 Use common referents to make comparisons and estimates associated with length: meters compared to yards, kilometers to miles. 3-5.6 Use analog and digital clocks to tell time to the nearest minute

Division
3-2.7 Recall basic multiplication facts through 12 x 12 and the corresponding division facts. 3-2.8 Compare the inverse relationship between multiplication and division.

Addition and Subtraction of Money

3-2.3 Apply an algorithm to add and subtract whole numbers fluently. 3-2.9 Analyze effect that adding, subtracting, or multiplying odd/even number has on outcome 3-3.1 Create numeric patterns that involve whole-number operations. 3-3.2 Apply procedures to find missing numbers in numeric patterns that involve whole-number operations. 3-3.3 Use symbols to represent an unknown quantity in a simple addition, subtraction, or multiplication equation.

Fractions
3-2.5 Understand fractions as part of a whole 3-2.6 Represent fractions that are greater than or equal to 1.

Extending Multiplication
3-2.10 Generate strategies to multiply whole numbers by using one single-digit factor and one multi-digit factor. 3-2.11 Use basic number combinations to compute related multiplication problems that involve multiples of 10.

Geometry
3-4.1 Identify the specific attributes of circles: center, radius, circumference, and diameter. 3-4.3 Classify line and line segments as parallel, perpendicular,
2010-2011 grade Elementary

3-5.1 Use the fewest possible number of coins when making change.

or intersecting. 3-4.4 Classify angles as right, acute, or obtuse. 3-4.6 Exemplify points, lines, line segments, rays, and angles. 3-4.2 Classify polygons as triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides. 3-4.5 Classify triangles by the length of their sides as either scalene, isosceles, or equilateral and by the size of their angles as either acute, obtuse, or right. 3-5.5 Generate strategies to determine the perimeters of polygons.

Daily Every Day Math Counts Calendar Activities reinforce skills, including:

Calendar Place Value through the 100,000s Money Telling Time Measurement Graphing Multilication/Arrays Probability

2010-2011

grade Elementary

Science/Health
Texts/Resources: Harcourt textbook, science kits, science lab materials, computers, trade books, charts, scientific
process, teacher created materials, Powerpoints The following inquiry/process standards will be addressed through each science unit explored in third grade:
3-1.1/3-1.2 o By two properties and by sequence 3-1.3 o Ask questions about objects, events, and organisms and use them to conduct an investigation 3-1.6/3-1.4 o Infer meaning from data in tables, graphs, and diagrams o Predict outcomes of simple investigations and compare results 3-1.7/3-1.8/3-1.5: Plan and conduct a simple investigation o Use safety procedures when conducting investigations o Explain why similar investigations may provide different results o Use tools accurately, safely, and appropriately

First Quarter Scientific Method

All inquiry standards listed above

Second Quarter Sound

3-5.5 Recall that vibrating objects produce sound 3-5.6 Compare pitch and volume of diff. sounds

Third Quarter Animal and Plant Habitats and Adaptations

3-2.1 Illustrate life cycles of seed plants/animals and summarize how they grow/adapt to conditions 3-2.2 Explain how physical/behavioral adaptations allow organisms to survive 3-2.3 Recall characteristics of an organisms habitat 3-2.4 Explain how changes in habitats of plants/animals affect survival. 3-2.5 Summarize the organization of simple food chains

Fourth Quarter Earths Land and Changes

3-3.5 Illustrate Earths salt/fresh water features 3-3.6 Illustrate Earths land features using models, pictures, diagrams, and maps 3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants 3-3.8 Illustrate changes in Earths surface that are due to slow and rapid processes

Earths Materials
3-3.1 Classify rocks based on their properties 3-3.2 Identify common minerals based on their properties and using a mineral key 3-3.3 Recognize types of fossils 3-3.4 Infer ideas about Earths early environments from fossils

Forces and Motion

3-5.1 Identify the position of objects relative to reference point 3-5.2 Compare motion in terms of speed/direction 3-5.3 Explain how motion is affected by push/pull 3-5.4 Explain the relationship between motion and gravity

Matter and Heat

3-4.1 Classify different forms of matter according to observable/measurable properties 3-4.2 Explain how water and other substances change state 3-4.3 Explain how heat moves from one object to another 3-4.4 Identify sources of heat and exemplify ways it can be produced

*Note: This syllabus is subject to change.

Standards are taught on a continuous basis and are integrated throughout all subject areas. The units are not limited to the exact theme or timetable listed. Individual teachers may adjust this syllabus in order to meet the needs of their students when necessary. Each teacher will keep parents informed of current themes.

2010-2011

grade Elementary

Elementary Syllabus for Third Grade

3rd Grade Philosophy Third grade is an exciting place to be at ________! Our standards based curriculum is presented in such a way that all levels of learners are stimulated. We work together to provide activities that foster thinking skills and problem solving. We support the theory that every child can learn. Between our team, our parents, and our students, we are confident that third grade is a place to soar and succeed, to grow and lead.
The following is a condensed version of what your child should be able to do by the end of third grade. This is not a complete list of standards taught in third grade, but gives you an overall understanding of goals: Reading/Language Arts
The reading/language arts program includes reading, writing, listening, speaking, and research skills. The reading program includes phonics and comprehension skills. The writing program includes written comprehension, handwriting, grammar, and spelling skills. Research skills help students use information from books, technology, and observation.

By the end of second grade, your child should be able to:

apply word attack skills identify plot, setting, and character determine cause and effect draw conclusions and predict outcomes use the glossary and the table of contents of a book write a personal narrative write multiple paragraphs use correct form when writing a letter recognize that words can have more than one meaning; and identify various genres of literature

Mathematics
The focus in mathematics is to learn and use basic facts and to understand mathematical concepts. Students study patterns, relationships and functions, numbers and operations, probability and statistics, and geometry and measurement. The goal is for students to be proficient in basic skills, develop conceptual understanding, and be skillful problem-solvers.

By the end of third grade, your child should be able to:

2010-2011 grade Elementary

recognize and use number patterns demonstrate multiplication and division facts through 12 recognize and create symmetrical figures (one side mirrors the other), congruent figures (same size and shape), and draw lines of symmetry (draw a line through the center so that two sides match exactly) read, write, and interpret numbers to 999,999 emphasizing place value add and subtract one, two, and three digit numbers with and without regrouping add and subtract money and make change using the fewest possible coins interpret and put in order fractions as parts of wholes by identifying halves, thirds, and fourths demonstrate knowledge of multiplication concepts by forming rectangular arrays collect, organize, record, and interpret data by generating questions and making predictions based on data classify geometric shapes based on properties classify types of angles, lines, and triangles

Science
There are three inquiry-based units of instruction in second grade. Students use inquiry skills such as observing, classifying, measuring, inferring, predicting, and conducting investigations to learn science concepts.

By the end of second grade, your child should explore a variety of concepts in the life,

earth, and physical sciences, which include:

life cycles of animals/plants and habitats of animals/plants Matter and heat How sound travels The forces the affect motion of objects properties of solids, liquids and gases, changes in matter, and Earths materials including rocks and minerals and changes to the land

Social Studies
Students use a variety of process skills relating to history, government, geography, and economics. These include chronological thinking, organizing and explaining information, analyzing and interpreting data, conducting research, and communicating orally, graphically, socially, and in writing.

By the end of third grade, your child should be able to:

Identify the six regions and four river systems of South Carolina Interpret different types of maps Explain why settlers came to South Carolina and how they affected the area and people identify groups and individuals who explored and influenced South Carolina Understand the reason and affects of the American Revolution in South Carolina Summarize key conflicts in the American Revolution How slavery impacted life in South Carolina How the Civil War changed life in South Carolina Summarize developments and changes in South Carolinas economy in the 20th century Summarize rights and responsibilities South Carolinians have Explain the effects of the Great Depression and New Deal on South Carolina construct simple maps using scale, cardinal directions, and map symbols

2010-2011

grade Elementary

Assessment and Evaluation of Students

Second grade students are assessed in a variety of ways, including: Checklists/Rubrics Work Samples Oral assessment Journals Teacher Observation Class participation Quizzes/Tests Accelerated Reader Student/Teacher Conferences Rigby Reading Benchmark Tests (January and May) Grading Percentages for each subject are:
The grading scale used is:

100-93 92-85 84-77 76-70 69-0

A B C D F

The School District of Greenville County Grade Weightings

Assessment is a key component of an instructional program. The following table lists the weightings of assignments and a MINIMUM NUMBERS OF ASSIGNMENTS expected in each category (shown in parenthesis). Examples of assignments are also listed where appropriate.

Level

Content Area Reading

Minor (7) 60%

Comprehension Strategies and Skills, Retelling Protocols, Responses to Literature, Observations, Checklists, Name Test, Portfolio, HM Theme Skills Test, etc.

Major
(2) 40% Selection Assessments and Novel/Chapter Book Tests 20% Integrated Themes Skills Test 20% 30% (1) Writing Portfolio (1) Major Test

Other

Language Arts (Writing,

Research, Communication and Language Skills)

(7) 60%
Response Journals, Learning Logs, Writers Craft, Writing Conventions, Writing Process, Writing Rubrics, Research Process, Reference Materials, Use of Technology, Presentation Rubrics, Writing Prompts, Constructed Responses, Anecdotal Records, Observation Checklists, etc.

Spelling: (89) 10%

Math

(7) 60%
Grades based on daily activities/assignments including subjectspecific content knowledge, process skills including communication, and/or effort; quizzes, writing assignments, observation, checklists, extending/refining assignments, presentations, performance assessments

Science

(5) 60%
Grades based on daily activities/assignments including subjectspecific content knowledge, process skills including communication, and/or effort; quizzes, science lab participation, science lab/class journal entries, writing assignments, observation, checklists, extending/refining assignments, presentations, performance assessments

Elementary

(2) 40% examples include: major tests, culminating projects, performance assessments, portfolios; grades should be based on subject-specific content knowledge, process skills including problem solving and communication (2) 40% major tests, culminating projects, performance assessments, portfolios, science fair projects; grades should be based on subject-specific content knowledge, process skills including problem solving and communication (2) 40% major tests, culminating projects and performances; grades may be based on subject- specific content knowledge, thinking/reasoning skills, communication skills (2) 20% Standards-Based Assessments These assessments may be formal or informal, written or performance oriented, projects, skill development, portfolios, rubrics , checklists, etc. At least 2 standards-based assessments should be recorded each quarter (2) 20% Standards-Based Assessments Included within this category are larger standards-based projects or performances, portfolios or group based activities, based on rubrics or established guidelines within the discipline. (2) 40% Interpretive Tasks (10%) one way listening or reading such as a news broadcast; Interpersonal Tasks (20%) two way speaking activity such as interview; Presentational Tasks (10%) formal speaking or writing activity for an audience

Social Studies

(5) 60%
Grades based on activities/assignments including quizzes, writing assignments, observation, checklists, extending/refining assignments; grades may be based on subject- specific content knowledge, thinking/reasoning skills, communication skills, effort

Physical Education

80% Active Class Participation and Effort (1

grade/class meeting)
Students are on task and actively engaged in standards-based learning experiences. Effort refers to energy expended to achieve competency. Effort also includes teamwork, sportsmanship, cooperation, following procedures to complete tasks, and work completion. Students must be dressed for physical activity in order to participate safely in class activities. A participation grade should be documented each time the class meets.

Art & Music

80% Active Class Participation (1 grade/class meeting)

The following may be included within this category: students on-task attention, following directions, work with other students, taking care of materials/instruments, wise use of time on projects, minor quizzes or projects, homework or required outside activities.

Modern Languages

(5) 60%
Interpretive Tasks (20%) one way listening or reading such as a news broadcast; Interpersonal Tasks (20%) two way speaking activity such as interview; Presentational Tasks (20%) formal speaking or writing activity for an audience

2010-2011

grade Elementary

Homework
All homework has a purpose and is related to what we are working on in class. It is simply a quick review of the concepts we are learning. It should take around 45 minutes to complete. We assign homework Monday-Thursday. The assignments will be listed on your childs weekly agenda. Homework is an extension of the classroom. It helps provide needed practice while developing responsibility and maturity. Homework assignments have the following purposes: 1. To extend the work introduced in the classroom and to encourage good habits by stimulating voluntary effort, initiative, independence, responsibility, and self-direction; 2. To provide opportunities for creative ability; 3. To reinforce school learning with additional practice, integration, and application; 4. To increase a student's skills and knowledge; 5. To encourage a carry-over of worthwhile school activities into permanent leisure interests; 6. To incorporate resources of the home and family; 7. To improve home-school relationships; and 8. To challenge every pupil.

Attendance and Tardies

The State Board of Education has established regulations defining lawful and unlawful absences from school for students. These regulations require: (1) that school officials shall immediately intervene to encourage that students future attendance when the student has three consecutive unlawful absences or a total of five unlawful absences; (2) that the District Board of Trustees, or its designee, shall promptly approve or disapprove any student absence in excess of ten days. As used in these regulations, intervene means to identify the reasons for the childs continued absence and to develop a plan in conjunction with the student and his parent or legal guardian to improve his future attendance. After three unlawful absences, parents will be contacted and a conference scheduled. Continuing to miss school will mean that a students name will be turned in to the area attendance officer. The administration at ________ believes that good attendance is imperative to learning and encourages all students to be in school every day unless there is an appropriate reason for absence. (Students are required to bring a note from the parents within five days of the absence stating the reason for the absence.) The guidelines for determining lawful and unlawful absences are listed below: UNLAWFUL ABSENCES: 1. Students who are willfully absent from school without the knowledge of their parents. 2. Students who are absent from school without acceptable cause with the knowledge of their parents. 3. Students who are absent due to suspension from school. LAWFUL ABSENCES:
2010-2011 grade Elementary

1. 2. 3.

Students who are ill and whose attendance in school would endanger their health or the health of others may be temporarily excused from attendance. Students whose immediate family has a serious illness or death to occur. Students who are absent due to a recognized religious holiday of their faith may be excused from attendance in school.

Refer to the Student Handbook for state attendance requirements. TARDIES

When a student is late to school, not only is instruction being missed in the classroom but a disruption is created when a student enters after the lesson has begun. Please remember that all students need to be at school by 8:00 a.m. If a student must enter school later due to an unavoidable reason, the adult transporting the child must come into the office area to sign the student in and document the reason for being late. (If the problem becomes habitual, parents will be asked to come to a conference at the school to develop a plan to alleviate this situation.) Continued tardiness after the conference could result in referral to a district attendance officer for further action.

Missed Work and Make-Up Work

Students will be allowed to make up work missed due to absences or tardies. The teacher will send missed work home to be completed and returned or will give the student individual help as needed when the student returns to school after the absence.

Student Behavior
*3rd Grade Standards for Behavior: Students raise their hand to speak, use kind words, listen while others are talking, following instructions the first time given, and stay in their own personal space. *Consequences for Violating Class Rules: A color-coded card system is used in the classroom. **Phone calls home/conferences will be made when inappropriate conduct persists and classroom instruction is continually altered because of it. **Extreme behaviors such as (but not limited to) fighting, foul language, or stealing will result in a disciplinary referral and a trip to the Assistant Principal. Rewards: Since we are a PBIS school, every child knows the expectations. Respect yourself, others, and the environment. Students showing exceptional behavior will earn Pride Paws, redeemable at the school store. Classes who meet expectations also earn Lions ROAR.

2010-2011

grade Elementary

Parent Communication
Third Grade supports the development of children as lifelong learners through partnerships with each childs home and family. Understanding that parent involvement is important for a childs success in school, we offer many opportunities for parent communication. Weekly newsletters describing class and school activities and weekly progress reports will be sent by home each Monday. Monday Folders are sent home each week with information about your childs behavior. This is also the day that all graded work will come home with your child. Each third grade teacher keeps an updated website as well. There will be at least one scheduled conference between the childs teacher and parents during the fall. All parents are expected to attend these scheduled conferences. Parents are encouraged to initiate conferences if they have questions by writing the childs teacher or setting up an appointment. When teachers observe the need for additional parent-teacher meetings, they will request that parents come in for special conferences. If you wish a telephone conference, call the school and leave your number. The teacher cannot be called to the telephone during the day. All phone calls and emails will be returned within 24 hours.

Lunch Visitors
Parents may join their child in the cafeteria during the scheduled lunchtime. If you will be eating a school lunch, please send your lunch request in writing to school with your child so the cafeteria can plan accordingly.

Birthdays
Birthday invitations to parties can be handed out in school only if all members of the class are included. If you would like to bring a special snack for your childs birthday, please let me know several days in advance. All treats should be individual servings or pre-cut and ready to serve. Birthday treats will be served during our regular lunchtime.

Procedures for Non-Instructional Routines:

Arrival When students arrive to school before 7:45, they will wait quietly in the hall where a teacher is on duty. At 7:45, students may enter the classroom quietly and unpack. Students turn in their homework, copy down the nights assignments, and choose an SSR book for the day. Sometimes the students will have a morning work activity to complete. If not, they are expected to read quietly until its time for instruction to begin. Restroom Procedures The classroom has a bathroom for student use. Children may go to the restroom upon arrival, during independent work time, and on an as-needed basis. Students will not use the restroom during large group instructional time unless it is an emergency.

2010-2011

grade Elementary

Changes in Address, Phone Numbers, and Dismissal Procedures: Please notify the teacher in writing of any changes in any of these areas as they occur. Lost and Found We encourage parents to label lunch boxes, jackets, and sweaters. If they are left behind at school, please check the lost and found. Money All money needs to be sent to school in an envelope or Zip-Lock bag. It needs to be labeled, (lunch, field trip, etc.) and have the child's name on it. Toys or other items should not be brought to school unless requested by the teacher. Fire, Earthquake, and/or Tornado Drills Once a month, we will have a fire drill to ensure children know how to safely exit the building in case of an emergency. Drill procedures are posted in each classroom. Dismissal Students will wait in the classroom with the teacher until time for dismissal. Bus riders and after school care students will be dismissed when announced. Car riders will sit quietly and watch for their car numbers to appear on the TV. When they see their numbers, they will exit to the front of the school. All students should be picked up by 2:45 pm. Any students remaining in the classroom after this time will be dismissed to the front of the school.

2010-2011

grade Elementary