Mrs. Peters' Class
Mrs. Peters' 12th grade twins: Kate and Sam
*Please note (below) the string instrument scheduled times.
Upcoming field trips or special presentations to put on your calendar (Subject to change, with notification):
Oct. 16th afternoon: Seabird Sue joins us to do an entertaining presentation about sea birds and animal adaptation.
Oct. 23rd morning: experiential learning day with Mrs. Davis (off campus, but back before lunch). Lunch at school. Afternoon: Chewonki predators presentation in our classrooms.
Nov. 5th (9th rain date): All day trip to study aquaculture at the Darling Marine Center (need to bring a lunch from home or order a school bagged lunch AND WEAR A JACKET!!).
Dec. 4: Planetarium to study Native American legends (set up in the gym) 12:15-1:30.
Here are all the Experiential Learning Days (where students leave campus to do fun activities with Mrs. Davis and others): 10/23, 11/15, 1/17, 2/26, 4/23, and 5/16
BE SURE TO READ WHAT WE HAVE BEEN DOING BY CLICKING ON THE WEEKLY NEWSLETTER LINK AT THE TOP!
Below, are photos from each week.
Please contact me if you have any questions or concerns, firstname.lastname@example.org .
Thank you SOOO much for sharing your child with me. I am really looking forward to a wonderful year with all the third graders!
Fondly, Kellie Peters
**PLEASE Don't forget.... when you look over report cards.... each standard will be scored with a 1, 2, 3, or 4. Those simply mean:
1=the student learned about something, can't demonstrate that he/she understands it completely, and will need to spend more time learning to reach mastery.
2=the student has shown he/she is beginning to understand something that was taught, but not solidly, so will need to spend some more time learning about it (2 is common and often means something was just introduced and we will be learning much more about it soon). A 2 is NOT bad. It is showing growth.
3=the student completely understands a skill that was taught.
4=the student not only completely understands a skill taught, but is so proficient that he/she could easily teach it to someone else, thoroughly, consistently and might even be studying it further, above grade level(a 4 is rare to get). There are some standards/skills for which a student can NOT receive a 4, because simply mastering it IS the best they can do, so would only be able to receive a 3 at the highest.
SHARE/ STAR OF THE WEEK &( for 2nd semester) LEADER OF THE WEEK:
*Star of the Week has a special section of bulletin board on which to share anything special he/she wants to show his/her peers: photos, awards, artwork, anything he/she is proud of, etc. It will stay on display for the entire week. Stars will be drawn randomly each week.
Star of the week #1: Laurelai
Star of the week #2: Owen
Star of the week #3: Lilly
Star of the week #4: Parker
Star of the week #5: Savannah
Star of the week #6: Anny
Star of the Week evolves into Leader of the Week during the 2nd semester. Students are randomly chosen to be the Leader of the Week. During their week they meet with their teacher on Monday at lunch to plan their full leader day on Wednesday. Throughout the week they demonstrate leadership skills and are our line leader, but on Wednesday they are actually the teacher all day (Their classroom teacher is simply their side-kick, who also teaches the core subject lessons). Each Leader will get to teach a lesson to the class, about something he/she knows a lot about or is really interested in. The classroom teacher helps him/her plan his/her lesson on Monday at lunch. The Leader dresses professionally on Wednesday , but no worries if your child doesn't have a fancy dress or suit coat and tie, Mrs. Peters will help them with that too. It is a wonderful opportunity for every student to experience leading, teaching, guiding & helping his/her peers, time management, responsibility....and the pride and joy that goes with all of that. The Leader uses Mrs. Peters' computer to help with reporting attendance, gets the class lined up to go to and from specials, collects completed work, checks on students who needed help staying on task, and has an overall terrific day (from what they tell me at the end of their week). *We are all very excited about Student Leader Day each week.
Monday: Music and P.E.
*Thursday 8:30-9:00 is beginner Violin instruction.
*Thursday 10:50-11:20 is advanced Violin instruction.
*Friday 10:50-11:20 is Cello instruction.
Friday at 1:15 is 6th grade Science Buddies
Friday at 1:55 is Cub Chorus
RECESS AND LUNCH:
- Each day third graders go to recess at 11:25 and then on to lunch at 11:45. Some days we go out to mid-day recess early and also might go out for some outside time on the playground later in the afternoon. We also frequently have lessons and activities outside.
Third Grade Homework
In our classes, the only homework expectation for your child will be to read every day for hopefully 30 minutes . Our belief is that the homework is meant to be practice for skills learned in class. We will also be sending home your child's Bridges math Home Connections homework book with pages marked that would be optional to work on for that week. We will also give children an option of a separate math challenge page ( that is also optional). If you are wondering about the homework, don't hesitate to contact us. Below are the guidelines for our homework.
Reading homework : please try to read every night.
Do the math homework pages ONLY if you wish to.
Spend time outside.
Continue to eat right and exercise!
*Practice your instrument a little , if you play one ....and if you don't....just listen to some great music!
These are some web sites for choosing great books. Choose one and enjoy!
https://www.mathlearningcenter.org/families/bridges2 (choose grade 3)
Frequently Asked Questions about Team teaching and Open Classroom models:
Third Grade Team Teaching FAQs
The first days of school far exceeded our expectations! We were thrilled to meet each and every third grader and were overjoyed when we saw how easily and seamlessly the students functioned in our carefully arranged spaces. We were pleased to see that the noise was kept at a reasonable level and you can even hear a pin drop during our thirty minute silent reading time. We thought it was important to fill you in on the reasons we have chosen to teach in this way and answer any questions you may be having about this approach. If you don’t see the answers you are looking for below, please don’t hesitate to reach out to your child’s teacher for clarification.
Why are we team teaching?
Some history - The third grade team has done some team teaching in the past. We have experimented with different configurations and have found success with many of the approaches. This new team is excited about our new approach, which will involve five different strategies. The first and second grade teams are also doing some team teaching, so there is a lot of support for this here in our building. But let’s get back to the whys…
- Having three minds facilitate a classroom community allows students to connect with different personalities and showcases the strength of each teacher.
- Team teaching allows more opportunities for small group and one-to-one learning, and stronger modeling during lessons.
- The co-planning process encourages three teachers to bounce ideas off each other in order to deliver the strongest, most creative lessons.
- Teaching partnerships model behavior and positive peer-to-peer interaction for students. When students experience their teachers working together, they understand the power of respect amongst peers.
- Different personalities, voices, values, and approaches spark interest, keep attention, and prevent boredom.
- Having more teachers in the room allows for more differentiation to meet the needs of all students.
- Working as a team provides vigilant behavior management strategies to allow for uninterrupted teaching and less distractions.
- Using a team - in our case we have three classroom teachers, an Ed. Tech and two special education teachers - helps us keep our student/teacher ratio at 12:1 and 9:1 for some lessons. This ratio benefits all the students.
- Students feel part of a “school within a school”. They develop an identity as “The Third Grade”, all while maintaining membership in their own “class pod” with their assigned teacher. This helps them feel part of some important and safe groups, with several adults who are there for them.
Five Team Teaching Strategies
These illustrate the teaming of two teachers, but we are using three, sometimes four or five teachers at once.
One Teach/One Support
Note: The One Teach/One Support format is sometimes broken into two separate formats: “One Teach/One Observe” and “One Teach/One Assist”.
- One teacher leads instruction, while the other provides support to students who need additional help or enrichment, gathers observation data, or provides classroom management.
- Both teachers know the distinct role they are carrying out in the lesson.
- One Teach/One Support is often used when teaching new material/concepts or when one teacher has greater content expertise than the other.
- Each teacher works with a small group of children who rotate among various stations to complete the different tasks related to the same instructional content/objective.
- Station Teaching is an efficient use of time that allows all students to experience multiple related instructional activities.
- Teachers must communicate to coordinate the tasks and timing at the different stations to support the learning objectives.
- One teacher instructs a large group while the other works with a smaller group on different content/tasks.
- Teachers work together to determine the groups and the objectives and expected outcomes, activities, and assessment for the content they are teaching to their individual groups.
- Alternative Teaching is appropriate for enriching or remediating instruction for a small group and is commonly used to differentiate instruction in inclusive or collaborative classrooms.
- Both teachers "play off" each other while sharing the instructional role.
- When properly implemented, Team Teaching shows clear evidence that the teachers planned together in order to integrate their roles within the lesson.
- Class is split into small groups with each co-teacher responsible for implementing the same lesson to a group.
- Communication and planning must be done together for the co-teachers to develop the parallel structure and to assure that groups receive the same quality instruction.
What does it look like?
We have created learning spaces throughout the rooms to provide for independent, quiet work as well as small and large group work. There are times when the students have the choice to sit anywhere in the room and there are times when they are directed to sit in their own classroom in groups. We all have flexible seating and a lot of care goes into making sure our students learn how to make good choices for their learning activities. We will be doing a mixture of independent, partner, small group and large group work. There is a giant rug in the middle of our space where we gather together as an entire group. This happens about three or four times per day for 20 minutes max.