This week we focused our attention on wrapping up our math unit as well as completing our informational writing pieces. In math, students have been focusing on multi-digit addition and subtraction strategies, word problems, and rounding to gather estimated sums. Starting next week, we will move into our Fraction and Time unit.
In writing, students learned the ABCs of writing a strong introduction paragraph. In connection to our science unit, students are writing an informational piece about how a watery cave near the Gulf of Mexico has changed over time based on the fossils found inside the cave. The first part of a strong introduction is, A: attention getting/creating a hook. Students learned about the various ways to gain a reader's attention. In our reading groups, we identified hooks used by authors as well. Next, we have part B: Background information. Using information gained, students were able to use their background knowledge about the watery cave to build understanding for their audience. Lastly, C: Claim/Stating your thesis. A thesis statement states what you believe and what you intend to prove. Students learned the important role of having a thesis statement.
In recent years, Hartford has added an "enhancement" piece to our writing standards. In third grade, students are asked to provide formatting, illustration, or visual enhancements to increase their understanding of their writing topics. For this informational writing piece, students were able to choose from three options to meet this standard. They could format their writing to include images from the cave, create a book and add illustrations to each page of their book, or they could read their writing aloud, in front of a green screen, and then be placed in front of the cave images, creating a video of their informational piece. I was pleased with the variety of choices students' chose. The options were chosen pretty equally across the students. I am still working with Mrs. Johnson to figure out the best way to share these writing pieces with you. Each student has so much to be proud of!
In the forest this week, it could have been a little warmer. Most of the week, our buckets were frozen and little sap was collected. We still held math groups outside three days this week, as well as lunch and exploration time every day. Looking ahead, the temperatures this week should be wonderful for sugaring! It is possible by Wednesday we might spend another day completely outside. I will certainly email you later on if that is the case.
Here are some questions to spark conversation:
-What enhancement did you choose for your writing piece: formatting, book, greenscreen? Why did you choose this option?
-If a mosquito fossil was found, what does that tell you about the climate of that land long ago?
-Why is it important to use rounding and estimation when solving difficult addition or subtraction strategies?
-What does the forest classroom look like? How has that changed throughout the seasons?
Pictures from the week:
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| Invisible students |
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| Time for math outside |
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| We are so fortunate to have Mrs. Mock work with us for 2 hours every day! |
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| More math groups |
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| Green screen creations |
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| It all starts with this! |
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