Week 1: Students learned about the following text structures: cause & effect, problem & solution, and compare & contrast. They have also been doing EOG style passages and questions. 

Week 2: Students continued to learn about text structure and got mixed practice. They also continued practicing for the EOG.

Week 3: Students began reading One Well. They learned how the amount of water on Earth never changes, how plants use water, and what humans use water for (and how much). 

Week 4: Students learned how through the water cycle the amount of water on Earth doesn't change but the form that it takes does. They also learned about the parts of speech (nouns, pronouns, adjectives, and verbs). 

Week 1-2: Students have begun reading Peter Pan. Students have learned how to summarize, how illustrations support story, what fantasy elements are, and learned about similes. They are beginning to learn how different actions taken by the characters move the plot along. 

Week 3-4: Students have learned about character traits and how to identify evidence in the text to support their answers. They then learned about how to analyze character point of view and compare/contrast it to their own point of view. For figurative langauge, students have learned about metaphors.

Week 5: Students finished Peter Pan and began to plan their book report.  

Week 6: Students brainstormed their ideas for their book report. They also worked on context clues which is a traditionally hard skill for third graders. Finally, they started some EOG passage practice. 

Week 7: Students drafted their book reports. They also continued to work on EOG prep passages. 

Week 8-9: Students edited, revised, and published their book reports. 

Week 1: Students have learned previously about how fictional stories have a beginning, middle, and end. Now they are learning, in more detail, what information an author includes in each of those parts of the story. We are focused on pourquoi tales. 

Week 2-3: Students planned and wrote their own pourquoi tale. They brainstormed, drafted, revised, edited, and published their work. They have also learned how to peer edit each others papers.

Week 4: We focused on poetry! Students learned about repetition, rhythm, and rhyme. We also talked about how poetry is made up of stanzas and lines. My favorite part of poetry is how it can break grammar rules, which we also explored! 

Week 5: Students learned how to find the main ideas within a text by looking at each subheading, side bar, or text box. Students also learned how to find connections through these different sections. 

Week 7: Students learned about adaptations and the different types (physical and behavioral). We focused on the Amazon Horned frog and the Water Holding frog. Students wrote paragraphs about the frogs' adapations with a partner. Students also made corrections to a previous reading test they had taken. 

Week 8-9: Students researched a frog, either the Amazon Horned frog or the Water Holding frog, and wrote a research paper about their adaptations (physical and behavioral).

Idioms: Each Monday, students are learning a new idiom. Idioms are a type of figurative language that are sayings not meant to be taken literally. These can be challenging for students because they have to memorize what they mean. They're also fun for them to learn since they can sound silly! 

To help your student(s) get a better handle on the expressions, I will list them here as we learn them and you can use them at home too!

• When pigs fly 

• Time flies

• On cloud nine 

• Two peas in a pod

• All ears/ I'm all ears

• Catching some z's 

• Don't cry over spilled milk

• It's raining cats and dogs

• Two heads are better than one

• Don't let the cat out of the bag

• Hit the hay 

• Crying your eyes out 

Weekly Updates: 

Week 1, 2, 3, and 4: Students are learning the difference between main idea in a narrative nonfiction text (using the summarizing model somebody, wanted, but, then, so) and the moral the story. 

They are learning to write responses using the model RAP (restate, answer, and proof). Students will begin with paragraph writing about Nasreen and Rain School

Week 5: We will focus on context clues. This is a challenging skill for students, so it may take them some time to master it. 

Week 6: As a class, we will read a nonfiction text about how some students in Kenya get books. Students will write a paragraph including information such as the geographical features, problem, solution, and importance of the library. 

Week 7: Students researched a new country (Thailand, Canada, or Indonesia) and learned about how some kids get books in those different places. They wrote a paragraph on what they learned. 

Week 8: We read More Than Anything Else about Booker T. Washington and discussed the historical context. Students reviewed a test on Mongolia (focused on main idea and context clues) and made corrections. They also independently wrote a paragraphs on Mongolia. 

Week 9: Students wrote essays on the challenges and solutions related to reading around the world.