• Class News - January 23, 2020

    Posted by Wendy Snyder on 1/23/2020

    End of Semester – Grades

    Last Friday was the final day of the semester, which means it’s a good time to confirm how your child is doing in school.  If you haven’t had a chance, please take a moment to login to PowerSchool to check your student’s grades.  This is also a good time to talk with your student about how they are doing and areas to work on, so I encourage you to look at grades WITH your student.  Students should already have a good idea how they are doing based on conversations with me and comments on assignments, unfortunately, with the end of printed report cards, students often don’t see what their “grades” actually look like in that format.  If you have any questions or concerns about your student or their grades, please let me know and we can schedule a convenient time to talk.


    Music Program

    Our music program is next week.  Students will perform their dress rehearsal for the school on Thursday with their live and FINAL performance for parents on Friday from 1:15-1:45.   Students have been asked to wear a solid white T-shirt and blue jeans.  Ms. Hobbs is asking that students follow the directions she sent home last week to make shirts look like lab coats.  Glasses are optional for students and should represent safety glasses. If you are unable to provide a costume for your child, please let me know and I will investigate getting some assistance.


    Physical Science Essential Question:  Why don’t we fall out of an upside-down roller coaster.

    For the past couple of days, we have been investigating more about force and motion to answer the above question about roller coasters. 

    First, we investigated how to make a marble go as far as possible down a ramp.  We discovered, that the higher and steeper the ramp, the further the marble would travel because it had more time to build up speed. Next, we investigated adding a loop to our marble track while releasing the marble at the lowest possible height.  We discovered that the incline and distance of the ramp, along with the size of the loop and placement of the loop made it easier or harder to accomplish this task. Adding a loop made it difficult to maintain a consistent motion.

    Finally, we set out to design an “exciting” roller coaster that others would want to ride. The thrill factors required in our designs included one loop, one hill and one turn WHILE completing the roller coaster SAFELY (no marbles falling out or off the track).  We are finalizing our roller coaster diagrams in Book Creator and will be uploading those to Seesaw in the coming days.  Take a moment and ask your student about THEIR roller coaster.


    KTVB’s Innovative Educator Segment

    You may have already heard……Bri Eggers from Channel 7 joined us yesterday during our rollercoaster build to film and interview students working on our PBL (Project Based Learning).  Her story will air on Monday, February 3 during the “Innovative Educator” segment which is usually aired multiple times throughout the day. 

    Ms. Eggers presented to our 3rd graders before Christmas while we worked on our weather PBL. At that time, she stated that our students were the best students she has ever presented to with all their well-informed questions. She was equally impressed to see Project Based Learning in action.  We are all excited to see her story.



    Next week we will begin to investigate more about magnets.  How do they work?  What are they attracted to?  Do they attract through other objects, etc.  Part of our Valentine’s Box design will be to include what we learn about magnets next week.  These boxes will be created at home so look for detailed information and class lists for Valentine’s day coming home next week.  In the meantime, you might want to start thinking about some ideas for a box and gathering possible materials.


    Thank you for all you do at home to help your student be their best 3rd Grade Self.


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  • Class News - January 10, 2020

    Posted by Wendy Snyder on 1/10/2020

    Physical Science PBL

    Save the date.  We have scheduled our Family Amusement Park Open House for Thursday, February 27, from 6:00 – 7:00 for students to share their amusement park attractions.  Stay tuned for more information as this date approaches.



    Students will continue to fine tune their computation skills including addition, subtraction, multiplication and division. We are starting to solve more multi-step and multi-operational problems. Your child will do this practice using different number sets based on their own personal needs. Some students will continue to work with 3-digit numbers while others are being challenged with larger number sets. Currently our biggest struggle with computation is accuracy.  You can help your students at home by continuing to practicing math fats (making 10, doubles, doubles +1, doubles +2, etc.). Students with strong math fact skills can flexibly use them to solve larger number sets. For example, students who can use doubles + 1 to solve 7 + 8 as 7 + 7 + 1 can use the same strategy to solve 70 + 80 by solving 70 + 70 + 10.


     We recently started our fractions unit in math. We will be using the faction set of: halves, fourths, thirds, sixths and eights.  This will include numbers less than and greater than one (example:  ¾ - less than one, 6/4 – greater than one).  We will spend time comparing, ordering, partitioning (dividing shapes), iterating (counting on fractional units), placing fractions on numbers lines and solving real world problems using fractions.  You can help your students at home when opportunities arise to notice and discuss fractions.  For example, how can we divide this cake so that each person in our family gets an equal sized piece?  Or when eating pizza for dinner: if there 8 slices in the pizza and you eat 3 slices, what fraction of the pizza did you eat?  If your dad ate half of the pizza and you ate 3/8’s of the pizza, who ate more pizza, you or dad? 



    How can you best help your students at home?  Read with them or have them read to you and ask them questions about their reading.  Practice math facts and notice how to apply fact strategies with larger number sets. And finally, be sure to spend some time helping them to practice their spelling words.  As always, home practice is not required, but greatly encouraged and will be rewarded with ROAR cash along with improved grades and test scores.


    Thank you for all you do to help your child be a successful 3rd grader and do not hesitate to let me know if you have ANY questions or concerns.  Enjoy the rest of your snow day!!!!



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  • Class News - November 1, 2019

    Posted by Wendy Snyder on 11/1/2018


    Thank you for taking the time to attend Parent-Student-Teacher Conferences. I enjoyed the opportunity to talk with you and your student about their strengths and areas for growth. We are continuing to talk about these strengths and weaknesses as we work on our weekly goals. 

    Please take a moment each week to talk with your student regarding their weekly “celebration” and “goal”. Our new focus is to not only write a goal, but to say “HOW” we will accomplish each goal. For example, some students have said they will work on getting on the “3 Star Board” by coming in at lunch when they don’t have to. Other students have set the goal to work on completing weekly homework by remembering to “Put First Things First” which means doing their homework before they play.  

    In addition, we are having conversations about the purpose of goal setting.  If we say we are going to work on something, should we doing what we say we are going to do? OR, do we just write the goals because Ms. Snyder asks us to.  Today we started our goal setting by asking ourselves if we worked on this week’s goal. You might notice this in today’s Friday folder if your student has the same goal as last week. Many students are making plans to work on their goals at home.  You can help your student be successful in meeting their goals by giving them friendly reminders and/or talking with them about how you can support their efforts both at school and at home.



    Severe Weather Emergency Kit and PLAN to Minimize Destruction

    We starting to wrap up our severe weather unit. In the next 2 weeks your students will be using what they have learned about the cause and effects of severe weather to create an Emergency Kit and Emergency Plan to help citizens best prepare for and minimize its destructive powers.  Students will be working in groups of 3 on a specific random weather they draw from a hat including: hurricanes, tornados, blizzards or lightening/thunder storms. 

    Next week we will wrap up any unanswered questions/final research and start working on our Emergency Kits and Emergency Plans.  One way you can help at home is to point out/talk about/notice any type of televised warnings (weather related or other warnings).  What is stated during the warning?  How is does the public become informed about warnings?  How long does the warning last?  How much time will pass between the warning and the actual event?



    As always, thank you for all you do to help your students be successful 3rd graders!!  Have a great weekend.

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