• 3rd Grade Syllabus

    Emma Hutchinson Elementary

    Ms. Zimmerman

    School Phone Number: 404-802-7650 Cell 404-399-9961

    Email address: szimmerman@atlantaplublicschools.us

     

     

     

                Welcome to third grade! I am very excited to have your student in my class this year.  Throughout the year I hope to get to know each of you so I would like to tell you a little about myself. I graduated with Bachelors in Early Childhood Education and have a certification in Early Childhood Education.  This is my third year at Emma Hutchinson Elementary. I will be happy to answer any questions and concerns please feel free to contact me.  I am confident that we are going to have a great year and will work together to provide your student with the best education we can.

     

     

    Class Supply List

    ü      1-pkg #2 pencils *

    ü      2-pink erasers

    ü      2 packs of all white copier paper *

    ü      2-pkg loose leaf paper wide ruled

    ü      10-70 page spiral notebook wide ruled

    ü      1- bottle elmers school glue

    ü      2-glue sticks

    ü      1-box 24 crayons

    ü      Colored pencils

    ü      1-box Kleenex*

    ü      1-bottle germ-x*

    ü      1-pkg Clorox Wipes*

    ü      1-pkg construction paper (any color or a variety)

    The * these supplies will run out and need to be replenished.

     

     

    Classroom Rules

     

    Ø      Raise Your Hand To Speak

    Ø      Do Not Speak When Someone Else Is Speaking

    Ø      Do Not Yell Out

    Ø      Keep Hands, Feet, and All Other Objects To Yourself

    Ø      Respectful Discussions Are Welcomed (no arguing)

    Ø      Always Try Your Best

    Ø      Treat All Students and Adults With Respect

     

    These are the rules that I have for my students.  In addition there are to be NO toys or electronic devices brought to school.  Cells phones are allowed only if the student keeps them in their book bag or pocket in silent. My policy is that if a toy is brought to school I will keep it until a parent or guardian comes to pick it up.  For the most part, consequences will be as stated below; however every student and situation is different, so when some situations arise the consequence will need to fit the unique situation.  I believe in letting the student be responsible for their actions so the student & I will discuss what consequences should be given for their actions.

     

    General Consequences

     

    Ø      First Offense: Verbal Warning

    Ø      Second Offense:  teacher’s choice of discipline

    Ø      Third Offense:  Letter or phone Call to parent

    Ø      Fourth Offense:  Principal’s Office

     

     

    Grading Scale

    Classwork 35%

    Test 15%

    Projects 25%

    Quizzes 20 %

    Homework 5%

     


    A         94-100%

    A-        90-93%

    B+       87-89%

    B          84-86%

    B-        80-83%

    C+       77-79%

    C         74-76%

    C-        70-73%

    D+       67-69%

    D         64-66%

    D-        60-63%

    F          59.5% and Below


     

    Points will be given to assignments based on the number of questions and steps necessary to answer them.

     

    Assignment Policy

     

    In our class not every assignment that is sent home will have points given for it, but students will get participation points for doing each assignment.  I do understand that there are extenuating circumstances and it is sometimes hard for students to get homework done every night.  To help with this each student will be allowed two late homework papers each semester without penalty.  These must be turned in the next day.  I will keep track of these and let students know when they have used up all of their late paper privileges.  All other late papers will be accepted 1 day late with half credit given and no credit given after that.

     

    In Class Assignments

     

                Students will be expected to complete individual assignments during class.  They will be given ample time to complete these assignments.  Any student who does not complete an assignment during the time given will be asked to complete their assignment during lunch or specials.  If the assignment was given after lunch of the day and is not completed in the time given it will be placed on the student’s desk the next morning to be completed AFTER their morning work for that day.  If it is not completed at this time they will miss lunch and/or specials.  If students fails to complete the assignment they will be given an F.  I DO NOT send unfinished work home to be completed unless it is due to an absence.

     

    AR Expectations

     

                This year expectations for AR are pretty much the same as in past years.  Each quarter students will have a point goal, a percent correct goal, and a reading level goal.  I require that students meet ALL three goals in order to meet their goal for the quarter and attend the AR party.  This expectation helps students to read not only for points, but also to work on their comprehension of stories and making sure they are reading books that are “just right” for them.

     

     

    Upcoming standards

     

    Reading

    ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

    a. Applies letter-sound knowledge to decode quickly and accurately.

    b. Reads familiar text with expression.

    c. Reads third-grade texts at a target rate of 120 words correct per minute.

    d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.  

    ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student

    a. Reads literary and informational texts and incorporates new words into oral and written language.

    b. Uses grade-appropriate words with multiple meanings.

    c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

    e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common

    suffixes (e.g., -tion, -ous, -ly).

    f. Determines the meaning of unknown words on the basis of context.

    COMPREHENSION ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student

    a. Reads a variety of texts for information and pleasure.

    b. Makes predictions from text content.

    c. Generates questions before, during, and after reading.

    e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.

    g. Summarizes text content.

    i. Makes connections between texts and/or personal experiences.

    j. Identifies and infers main idea and supporting details.

    k. Self-monitors comprehension to clarify meaning.

    l. Identifies and infers cause-and-effect relationships and draws conclusions.

    m. Recalls explicit facts and infers implicit facts.

    n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).

    p. Recognizes the author’s purpose.

     

    Science

    S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.

     

    a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.

    b. Investigates how insulation affects heating and cooling.

    c. Investigates the transfer of heat energy from the sun to various materials.

    d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time

     

    S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

    a. Keep records of investigations and observations and do not alter the records later.

    b. Offer reasons for findings and consider reasons suggested by others.

    c. Take responsibility for understanding the importance of being safety conscious.

    S3CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

    c.   Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.

    S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

    a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

    c.    Identify and practice accepted safety procedures in manipulating science materials and equipment.

     

    Social Studies

     

    SS3H1 The student will explain the political roots of our modern democracy in the

    United States of America.

    a. Identify the influence of Greek architecture (columns on the Parthenon, U. S.

    Supreme Court building), law, and the Olympic Games on the present.

    b. Explain the ancient Athenians’ idea that a community should choose its own

    leaders.

    c. Compare and contrast Athens as a direct democracy with the United States as a

    representative democracy.

    SS3H2 The student will discuss the lives of Americans who expanded people’s

    rights and freedoms in a democracy.

    a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony

    (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt

    (New Deal and World War II), Eleanor Roosevelt (United Nations and human

    rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and

    voting rights), and César Chávez (workers’ rights).

    b. Explain social barriers, restrictions, and obstacles that these historical figures had

    to overcome and describe how they overcame them

     

    SS3CG1 The student will explain the importance of the basic principles that provide

    the foundation of a republican form of government.

    a. Explain why in the United States there is a separation of power between branches

    of government and levels of government.

    b. Name the three levels of government (national, state, local) and the three branches

    in each (executive, legislative, judicial), including the names of the legislative

    branch (Congress, General Assembly, county commission or city council).

    c. State an example of the responsibilities of each level and branch of government.

     

    SS3CG2 The student will discuss the character of different historical figures in

    SS3H2a.

    a. Describe how the different historical figures in SS3H2a display positive character

    traits of cooperation, diligence, courage, and leadership.

    b. Explain how the historical figures in SS3H2a used positive character traits to

    support their beliefs in liberty, justice, tolerance, and freedom of conscience and

    expression.

    c. Explain how the historical figures in SS3H2a chose when to respect and accept

    authority.

     

     

    Students will learn:

     

    Communication Arts:

    1. Writing for Reports
    2. Expressive Writing
    3. Editing and Rewriting
    4. Gather, Analyze, Apply Information and Ideas (dictionaries, encyclopedias, atlases, and trade books)
    5. Figurative Language (personification, simile, metaphor)
    6. Make and Explain Predictions
    7. Main and Supporting Details
    8. Use Types of Communication (Fairy tales, letters, personal narratives)
    9. Identify Problem or Goal of Main Character
    10. Decoding Strategies to Figure Out Unknown Words
    11. Pre-reading Strategies
    12. Recognizing Text Features

     

     

    Math:

    1. Addition and Subtraction Skills
    2. Regrouping and Renaming
    3. Basic Multiplication and Division facts
    4. Solving and Estimating Skills
    5. Measuring (length, capacity, weight, area, volume, time, temperature, and angle)
    6. Fractions (addition)
    7. Perimeter
    8. Area
    9. Volume
    10. Basic Geometry
    11. Mental Computation
    12. Place Value

     

    Science:

    1. Scientific Inquiry
    2. Investigating States of Matter
    3. Earth, Sun, and Moon
    4. Plants
    5. Food chains
    6. Scientific Tools (Thermometers, microscopes, balanced scales, etc.)

     

    Social Studies:

    1. Map Study
    2. Government
    3. Economics
    4. Historical Events
    5. Importance of Individuals to Family, Community, and Country

     

    Room parent volunteers

     

              Parent volunteers are always welcomed. Please make sure you contact your teacher to inform them that you will be volunteering.  Parents are allowed to work with student groups and activities but may not be allowed to work with their child.  Please sign in to the office upon your arrival.

     

    Communication Process with Parent

             

                Parents may contact teachers via phone calls, letters, email, and or text messaging.  Please make sure that your contact information is up to date and valid so that you can be reached in case of an emergency. 

     

     

     

    Additional Information:

                Third Grade is what I call a learning year.  We learn several new things that have not been presented to students in past years and are learning test-taking strategies to prepare us for the CRCT in April.  Students are required to work very hard and expectations are very high.  Students are expected to do most of their work independently, therefore I give very little help other than re-explaining a concept that they are struggling on.  The reason for this is that students are expected to know and be able to perform independently on Third Grade concepts during the CRCT, if I provide too much one-on-one help other than making sure they understand the concept your students will not benefit from completing tasks on their own and therefore will not be prepared for the CRCT.  I don’t say this to worry you or to appear mean or unwilling to help, on the contrary I want nothing more than for every student to succeed in Third Grade and that cannot and will not happen unless they are allowed to try and succeed independently.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     


    If you have any questions regarding this syllabus please feel free to call at 404-307-0027.  Please sign and return the bottom portion of this paper on the first or second day of class.

     

     

     

     

    I have received and read the Third Grade Syllabus.  Any questions I had have been addressed and answered by the teacher.

     

     

    Parent Signature:_____________________________ Date:___________________

     

     

    Student’s Name:_________________