Welcome to Curriculum Night!

• Find your child’s seat.

• Introduce yourself and chat with another

parent/guardian while you wait for me to get

started. We will start promptly at 5:00.

• You may also use index cards to write yourself

notes or to write down any questions you may

have for me

• Please sign up to volunteer on the sheets in

each pod!

Mrs. Price and her family

Computer Lab Mondays 1:45-2:30

Library Tuesdays 1:45-2:30

Music Wednesdays 9:30-10:15

Art Thursdays 1:45-2:30

PE Fridays 1:45-2:30

English Language Arts (ELA)

Reading

Writing

Listening/

Speaking Language

Main ELA Resource = CKLA

Core Knowledge Language Arts Program

Balances fiction and non-fiction

Develops vocabulary

Develops phonics skills – prefixes, suffixes and multi-

syllabic words

Compares and contrasts a variety of texts

Integrates Social Studies, Science and Health

Focus: Common Core Language Arts Standards

Classic Tales The Viking Age

Animal Classification Astronomy

The Human Body Native Americans

The Ancient Roman Civilization Light and Sound

Early Explorations of North America Colonial America

Ecology

What is “Move on When Reading?”(MOWR)

Arizona State statute requires screening of the reading ability of all students in kindergarten through third grade.

The law, (A.R.S. 15-701) passed in 2010, states that when a third grade student scores far below the third grade level on AzMerit, they will not be promoted to fourth grade.

Requires additional instruction or retention for students who are not meeting minimum requirements by the end of third grade.

Exempt students include: ELL or LEP students who have received less than two years of

English Instruction.

Students with an IEP in Reading or Language and the student’s parent or guardian agrees that promotion is appropriate.

What is the identification process and timeline for MOWR?

All students are screened using DIBELS by the end of August.

1. Parents of students identified for intervention are contacted by

their child’s teacher before or at Fall Parent-Teacher

conferences.*At parent-teacher conference we’ll outline an intervention plan.

2. Mid-year progress

Students reading progress is closely monitored and check-in

points are identified. Interventions are updated as needed.

3. End of Year

Notification of 3rd grade promotion or retention occurs upon

receiving results of AzMerit (May?).

Listening and Speaking/Viewing and Presenting

Students will:

follow and give directions.

recount personal information and connect to new knowledge.

listen and respond verbally.

Participate in small groups.

prepare and deliver information for a variety of speaking purposes.

prepare and respond to visual messages, media and text in order to ask and answer questions and interpret their meaning.

Complete projects in class and at home to present in class.

“Learning to write requires frequent, supportive practice. Evidence shows that writing

performance improves when a student writes often and across

content areas. Writing also affects reading comprehension.”

-National Writing Project & Carl Nagin

Math – Investigations, Engage NY, and Fosnot

Operations and Algebraic

Thinking (OA)

• Hands-On Equations

Number and Operations in

Base Ten (NBT)

Number and Operations –

Fractions (NF)

Measurement and Data

(MD)

Geometry (G)

Mathematical Practices

1. Make sense of problems and persevere

in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique

the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

(Deductive Reasoning)

8. Look for and express regularity in

repeated reasoning. (Inductive

Reasoning)

Multiplication/Division

Your child needs to FLUENTLY know his or hermultiplication facts by the end of third grade!

Practice, practice, practice at home please!

Instructional Focus Groups

Instructional Focus Groups (IFG) for reading and math

All 3rd grade teachers share responsibilities for

all students.

Students are placed in flexible groups based on

their learning needs at the time.

TechnologyStudents will:

• perform basic computer operations.

• develop keyboarding skills.

(All students need to use a typing program at home!)

• create documents using many software applications.

• manage drives and folders at school and on Google.

• research for small and long-term projects

Social Studies

Civics/Government

World History

Geography

American History

Economics

Science

•Science Inquiry (scientific method)

•STEM/STEAM

•Rocks and Minerals

•Erosion And Weathering

•Light and Sound

•Plants

•Ecology

Health

•Life Management Skills

•Nutrition

•Safe Environment and Injury Prevention

•Substance Abuse Prevention

•Community Health Resources

•Disease Prevention and Control

•Personal Health and Hygiene

•Family Health

Behavior Management

Love and Logic

Impulse Control

Problem Solving

Classroom

Individual - Clip Chart

Whole Class - Marbles

$$$ - January to May

Individual Plans as

needed

Home

Daily behavior in binder

Parent/Teacher Plan

Student Incentives

Firebird Pride Tickets

Fun Friday

Treasure box

A Mrs. Price smile

School/district-wide

PBIS - Positive

Behavior

Interventions and

Supports

Homework(Please check and correct your child’s

homework with them!)

Set a regular time for homework and establish a quiet place for your

child to work (whether at home, in an afterschool program, or some

other location).

Kyrene guidelines for third grade is 3 nights/week 20-40 minutes.

Read every night for at least 20 minutes!

Weekly Homework:

1. Packet – given Friday and due the next Friday

2. Nightly reading log and reflection - Parent signature

needed on Thursday night!

www.kyrene.org

Educational Resources

Google

Username: (student#)@myksd.org

Password: same as your child uses to login

at school

Important Sites

Odds and Ends

Scholastic Book Clubs are ONLINE only (GP322)

Birthdays – no classroom invitations or sugary treats. You may send in a special healthy snack for everyone

Send 2 healthy snacks with your child every day! A hungry student is very distracted.

Donations: Treasure Box items, recyclables (toilet paper and paper towel tubes), small paper or plastic cups,

Thank you

For Coming!!!

Contact Information

Dodi Price

(480) 541-2521

dprice@kyrene.org

Responses within 24-48 hours

Grit requires mental

toughness and courage.

Students who are college and career ready in reading, writing, speaking, listening, and language will:

read a variety of genres for

literary appreciation and content

understanding, including non-

fiction, fiction, poetry, folktales,

fables and myths

comprehend as well as critique

value evidence from the text

increase understanding of

phonics, vocabulary, and

conventions of language

respond to the varying demands

of audience and purpose

come to understand other

perspectives and cultures

use technology and digital media

to present and communicate

To Be Gifted:

Learning Styles

Visual-spatial learners think in pictures rather

than words. They have a different brain

organization than auditory-sequential learners.

They often learn by thinking or “seeing through

their mind’s eye” instead of listening verbally.

Auditory-sequential learners think in words.

They learn better by hearing information and

following a logical, organized sequence.

The Quantitative Learner

Characteristics:

Understands advanced mathematical concepts

Uses logic to solve problems

Engages in estimating, predicting, classifying, organizing and

hypothesizing

Remembers mathematical processes and symbols easily

The Quantitative Learner

Needs opportunities to:

Experiment with different kinds of problems and solutions

Build problem solving skills

Develop alternatives, if he/she chooses

Work with academic peers

Work with mentors

Work with self-paced, advanced instructional materials

Use manipulatives

Engage in higher order thinking skills

Design his/her own math problems

Work cooperatively and collaboratively to solve mathematical challenges

Spatial Learner

Characteristics:

Makes interesting shapes, designs and patterns with blocks, clay or

drawing materials.

Displays skill in putting together new or difficult puzzles.

Reacts with unusual attentiveness to changes in the environment.

Takes apart and reassembles things with apparent skill.

Puts things together in new ways.

Likes consistent things (numbers, clocks, calendars…).

Appears smarter as he/she gets older.

The Spatial Learner

Needs opportunities to: Get written directions or visual demonstrations

Use sight approach to reading, not phonics

Experience advanced abstract material

Encounter multidisciplinary studies

See the big picture first

Create and synthesize new information

Watch others or be shown

Avoid drill and repetition

Think using higher order skills

Visualize and imagine

Discover individualized problem solving methods

The Verbal Learner

Needs opportunities to:

Encounter and use difficult vocabulary

Share ideas and knowledge

Read, read, read

Write, write, write

Work and speak with academic peers

Make choices and decisions

Use environment and culture in reading and writing projects

Meet with experts in interest areas

Work with advanced subject matter

Engage in higher level thinking skills (Bloom’s Taxonomy)

Use humor frequently

Use leadership skills