QUESTIONS AND ANSWERS –             THIRD GRADE TEACHERS

OCTOBER 4, 2002

 

QUESTIONS

ANSWERS

1. How do we fit Great Body Shop, Specialist time, 2nd Steps, Reading Writing and Math, Touch Typing, Science, Social Studies,  Maps and Globes, and note taking into our year?

An approach is using the unit planning template shared at the grade level meeting.  Start with identifying the “Big Ideas” or understandings that students should know.  Then, describe the performance and list the skills and knowledge that students need to know in order to do the performance.  Now, a teacher can begin to think what content and skills might enhance the development of the big idea.  Next, think about an “essential question” that will create a sense of wondering.  For example, take the idea that “You need to ask questions as you read in order to make meaning”.  Teachers can model asking questions as they read in social studies, science, health, music, math etc.  The trick is to look for connections and ways to integrate the subject matter where it makes sense.  If each subject matter is taught as a separate entity, you will not have time.  Remember that students learn when facts and concepts are connected to a framework and taught with authentic application.

2. What does the WASL mean to me as a 3rd grade teacher?

The WASL is an assessment of the early years K-4.  Each teacher at each grade level plays a critical role in preparing students with the skills and knowledge to perform on the WASL.  Third grade teachers should continue to asses students in an on-going manner in order to identify specific learning objectives in math, reading, and writing that lead to meeting the standards.

3. Where and how does the ITBS fit into our curriculum and how do we prepare our 3rd graders or do we?

The ITBS is required by the state and is used to evaluate programs, allocate resources, determine policies and evaluate school effectiveness.  No, we do not “prepare” kids or “teach to” the ITBS.  We do not want to “teach to the test or over-emphasize the value of the tests.  We do want students to understand and be able to successfully navigate through the format and do their best work.

4. Will we have anchor papers for writing to help us score kids’ writing?

With the District Writing Assessment in January, the scoring team will annotate some student responses to share with district teachers.

5. Since 3rd grade is teaching Touch Typing and cursive, each a major time commitment.  Is it possible that cursive might be better taught at a different grade level?

Starting in grade 3, students should be taught legible cursive letter formation.  The transition from manuscript to cursive is relatively simple in D’Nealian, but requires sufficient practice through the writing process.  The Teacher’s Edition provides information about the sequence for teaching the letters and the connecting strokes.  The progression of handwriting expectations is board adapted.  See the Handwriting section of the Literacy Support Guide.

6. What curriculum do we really have that supports some of the math portion of the report card?

See the list of curriculum/resources.  TERC & Scott Foresman-Addison Wesley materials support teachers in instructing and assessing the skills and concepts on the report card.

7. Is this an expectation that we teach math fact of 20-17,  20-6 ?  We do not have math fact sheets to support student practice.  Will these materials be provided?

Yes, it is an expectation that students know how to subtract two digit numbers up to twenty.  In November, there will be practice sheets available and they will be e-mailed to you.

8. Would it be possible to have two separate boxes on the report card for the math addition and subtraction? We give a timing assessment for each.  It would seem ideal to have 2 boxes for the grades.

The suggestion at the grade level meeting of reporting scoring for both addition is subtraction will give parents an accurate picture of their child’s performance so, go ahead and report both scores.

 

9. Can the Gates TLP Teachers meet as a group?

Yes-meetings are being planned and dates will be determined.

10. We need a current simple map of Washington with rivers and cities.   Will the district supply this map?

The curriculum department is in the process of checking with Rand McNally to see what they have available that would complement or support the other Rand McNally materials that elementary teachers received last year.  We don’t have an answer at this time.

11. Atlases in grades 3,4,5  - should we divide this curriculum into “chunks” by grade levels?  What is each grade level responsible for teaching in regards to maps?

This was suggested at a grade level meeting.  The curriculum department can organize a group of teachers to create a scope and sequence.  With conferences in November, we do not plan on putting this group together until after Winter Break.  In the meantime, maps should be considered resources that teachers can use as needed to teach the major concepts found in their social studies curriculum.  Social studies skills, including map skills, are outlined in the appendix section of the curriculum guide starting on page 103.

12. Our school has almost no money for field trips.  Can the district provide some resources?

Originally the district had a budget for field trips that could be accessed by buildings. In 1996 a decision was made to distribute the money directly to the buildings so that they could make their own decisions regarding field trips. There aren’t any other resources that are allocated for field trips at the district level.  Trips to the Conservation Site are paid for by the district and not taken out of building funds.