Welcome to 3rd Grade!!!
We are are very excited to begin the school year together! Our year will be filled with exciting activities and adventures!
(Almost) Everything You’ve Ever Wanted to Know About Third Grade.
Important Dates (so far)
November 6th- Field Trip to the Opera Colorado
February 12th-Overnight
Curiosity Presentation @ Kabbalat Shabbat on Feb 27th
May 15th-Shuk
Welcome to third grade! Your child has graduated from the primary grades and is learning how to thrive in the intermediate years. What does this year hold in store for them? We’ve tried to address some of the most important points in the FAQ (Frequently Asked Questions) below.
How can parents get in touch with teachers?
The third grade team is most easily accessible by email; We will always respond to your communications generally within 24 hours.
Denver Jewish Day School: 303-369-0663
lhaugan@denverjds.org
psawyer@denverjds.org
eestreicher@denverjds.org
eshtutman@denverjds.org
How do you build community in third grade?
We start every morning with a homeroom morning meeting. This year we have a daily morning walk around the campus. These walks will help us get our blood flowing and our minds active and ready to learn. We study the school middot (values) and our class constitutions are based on them. In addition, the classes share lunch and recess.
What is your homework policy? How much homework should families expect?
Our Homework Philosophy
One of the middot (Jewish values) infused throughout the school is that of Ahavat Torah, a love of learning. Our teachers design every class period with that in mind, cultivating this love of learning among our students and providing them with the tools and inspiration to make it grow. Outside of the school day, learning continues through interacting with friends and family members, engaging in extracurricular activities such as playing an instrument or a sport, navigating free time and pursuing other interests during unstructured time, or even relaxing, all of which have been shown to make a positive impact on child development and student achievement.
Studies have shown that homework in elementary school often provides little academic benefit and can even result in poor performance and negative feelings around learning, all while cutting into the time students have to dedicate to other forms of learning. Certain types of homework can, however, foster a connection between the classroom and home while also cultivating independent learning skills. As such, in order to maximize student learning and to foster Ahavat Torah, we take a thoughtful and intentional approach to homework, assigning activities to stretch students’ thinking and to help them apply what they learn in school to the greater world. Our goal with homework is provide opportunities for students to challenge their thinking and apply new concepts, connect with their families, and become independent lifelong-learners.
Shared Responsibility
We believe homework success is a shared responsibility among the students, families, and teachers.
Student’s responsibilities include:
Using class time effectively in order to complete in-class assignments during the allotted time whenever possible
Listening to directions in order to understand the purpose of the homework and the steps needed to complete the homework
Asking questions of the teacher when something is unclear
Gathering materials needed in order to complete the assignments before leaving school
Completing the assignments as thoroughly and thoughtfully as possible
Returning assignments and materials on time
Making up assignments missed, as needed
Working independently on the assignments or in collaboration with parents/family as appropriate
Following up with teachers when the assignments seem too difficult to be completed
Family’s responsibilities include:
Helping to establish a routine that is conducive to completing homework (such as specifying a time) and good study habits
Assisting in setting up a physical space that supports homework completion (such as a quiet place with necessary supplies)
Collaborating with students on assignments that are meant to include parents/families and supporting them in completing the work independently otherwise
Encouraging students to communicate with the teachers about challenges that arise with homework (in primary grades, parents may want to communicate with teachers directly)
Reading emails from teachers about assignments going home and being aware of the homework expectations
Being supportive and encouraging, showing interest in the work
Teacher’s responsibilities include:
Planning purposeful, meaningful homework
Considering age and developmental stage, classroom and life experiences, and individual needs and instructional levels of students when designing and assigning homework
Expressing the purpose, objectives, expectations, and due dates of the homework to students and parents/families
Explaining homework assignments thoroughly and clearly so that students can complete them independently
Answering questions from students and parents/families about homework
Communicating with parents/families concerning policies, expectations, and assignments
Providing timely feedback to both the students and parents/families regarding homework completion aligned with expectations
Coordinate with team members to ensure a balance in homework
Homework Assignments and Timing
Teachers in the DJDS Lower Division do not regularly assign nightly homework, generally opting, instead, for weekly or monthly assignments. This practice allows for families to consider the unique aspects of their family life and who their children are as learners in order to successfully integrate homework into their lives. Assignments may include a balance of activities associated with various content areas including writing, reading, math, science, Hebrew, Judaics, or social studies. Outside of assigned homework, regular reading at home also helps to build valuable literacy skills and foster a love of reading, so we strongly encourage students to read nightly in addition to the specific homework expectations provided by teachers. Additionally, should students not complete in-class assignments during the specified time, they may be asked to complete them at home.
Our primary and beginning-intermediate students (kindergarten through third grade) are growing and developing in all areas at a rapid pace, including in the areas of study habits, concentration, and self-regulation. As such, homework in these grades is primarily focused on instilling Ahavat Torah, a love of learning, and connecting student learning to the greater world. We limit the homework assigned in these grades in order to provide ample time for students to discover who they are as learners. Our kindergarteners should not expect regular homework. Our first graders can expect up to 20 minutes of homework each week, and our second and third graders can expect up to 30 minutes of homework each week.
Our intermediate students (fourth and fifth grades) continue to develop and grow in the same areas as our primary students, but they also begin to mature and prepare for middle school. As such, homework in these grades aims to help our students become independent learners with time management skills and good study habits, fostering the student’s sense of responsibility and accountability while continuing to encourage Ahavat Torah. Our fourth graders can expect up to 45 minutes of homework a week, and our fifth graders can expect up to an hour of homework each week.
Homework is not assigned over Jewish holidays, though reading is always encouraged.
Policy about Makeup Work
Students shall be given the opportunity to make up school work missed because of an excused absence or suspension and shall receive full credit if the work is turned in according to a reasonable make-up schedule. We very much understand that, when students miss school do to illness, they are often too sick to work on homework during those missed days, so additional time is provided.
How will the teachers communicate with me? What else is the green homework folder for?
Each night the students will bring home their communications folder. This folder may come home empty, however we would like the students to continue to bring this home to establish routine. We strongly value excellent communication with you! About every other week, we update our website with pictures and newsletters giving you a window into our learning. In addition, we are easily accessible by email if you have any questions or concerns; this is also the best way make an appointment to meet with us. You will receive a Student Glow and Grow bi-weekly in your child’s communications folders, which will include communication about classroom progress. We will be sending those sheets home on Fridays reflecting upon the past two weeks.
How will I know how my child is doing?
We communicate daily as a team to make sure we are monitoring your child’s social, emotional, and academic progress. We also make sure to keep in touch via email and phone to keep you apprised of important happenings in your child’s life. Please always feel free to contact us, we want to work with you to keep you fully in touch with your child’s school life! Please check your child's green communication folder regularly for graded class work.
What is our daily schedule? 2024-2025 school year
7:55 a.m. Classroom opens
8:05 - 8:40 Morning Meeting/Tefilah
8:40-9:25- Judaics
9:25-9:40- Snack
9:40-10:25-Math
10:25-10:40-Walk
10:40-11:20- Writing
11:20-12:10-Reading/ Hebrew
12:10-12:35- Lunch
12:35 - 1:00 Recess
1:05-2:00-Specials
2:00-2:50-Reading/Hebrew
2:50-3:20 -Science/Social Studies
3:20-3:30- Closing Circle
3:30 p.m.(2:40 Fridays) Dismissal
What is MAP testing? What does it tell me?
MAP (Measures of Academic Progress) tests are administered two times during the year. They are assessments of reading and math which help inform teachers about the each student’s growth. We use MAP data to instruct students in the areas of greatest need and choose materials that may be more challenging for students who need that type of instruction. Whole classes might have strengths or weaknesses in curricular areas that can be identified by MAP and addressed by adjusting lesson plans to accommodate those strengths or weaknesses. MAPs testing usually takes place in early-mid October.
How are we teaching the students to be 21st-century learners?
We will integrate technology daily into the classroom as the students will receive their school gmail accounts and expand their online portfolio using Google Classroom. This year, students will be engaged in working on projects that are designed for individual and group creativity, collaboration, and presentation.
If you have any questions or concerns that our FAQ or presentation did not address, please contact us.
We are delighted to have your children with us this year!