Our literacy curriculum is solely based upon the Common Core Standards. We utilize many different tools to implement this curriculum and meet our standards goals. Technology, text books, picture books, workstations, and games are just a few tools we use during this implementation.
This year we will be incorporating Daily 5 and Daily CAFE practices into our balanced literacy instruction and practice. This management system helps children successfully engage in hands-on literacy activities while Mrs. Peltak meets with students to create meaningful goals for themselves. The Daily 5 are: Read to self, read to someone, listen to reading, word work, and work on writing.
**Click on the following link to find out more about “The Daily Five," please click HERE.
**To view and read the official Daily 5 PARENTAL LETTER, please click HERE.
During daily whole group mini-lessons and while students are doing the Daily 5, Mrs. Petlak is working on CAFE. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expand Vocabulary. During this time, Mrs. Petlak meets with students individually to set reading goals from one of these four areas. The students are then grouped according to the goal they are working on, and taught a strategy they can use when reading.
**To view and read the official Daily CAFE PARENTAL LETTER, please click HERE.
**To access the CAFE PARENT PIPELINE (a resource with parental tips to facilitate learning and improvement in all areas of CAFE), please click HERE.
**To access the PIPELINE in Spanish, please click HERE.
CHECK BACK for more info on our literacy activities, Daily 5, and Daily CAFE. We will even be uploading VIDEOS of the 3 CAFE strategies we have already learned!!
Our math curriculum is solely based upon the Common Core Standards. We utilize many different tools to implement this curriculum and meet our standards goals. Technology, text books, workstations, and games, are just a few tools we use during this implementation.
We practice a balanced, hands-on approach to math instruction on Flight #125. Students use manipulatives to solve problems, and we weave literacy into our math instruction whenever possible through story problems, extended math responses, and math stories.
In 3rd grade, we deliver math instruction through cross-grade flexible grouping. Students rotate through different teachers to receive differentiated instruction on a daily basis. This allows all students to be met and challenged at their own level of instruction.
Science / Social Studies
Our science/social studies curriculum is solely based upon the Common Core Standards. We utilize many different tools to implement this curriculum and meet our standards goals. Technology, text books, workstations, and games, are just a few tools we use during this implementation.
Our district utilizes the Pearson/Scott Foresman Science program as our primary science resource. This cross-discipline program features hands-on experiments to help students learn science concepts and the scientific process at a 3rd grade level. Throughout the year, we will be exploring exciting science units such as solar system, simple machines, plants and adaptations! Check back for more details and snapshots of our science experiments!
Social Studies Alive is the primary social studies resource provided by NSSD #112. This experiential, hands-on program immerses students in real-world social studies concepts. Various other subjects are integrated into lessons to make them well-rounded and applicable to daily life. Throughout the year, we will be exploring communities, goods/services, citizenship, and more! Check back for more details and snapshots of our social studies explorations!
We utilize our Promethean board and document camera nearly all day, every day. Doing so allows us to have INFINITE learning possibilities!! Additionally, our class will visit the computer lab on a weekly basis and has the use of computer laptops in our classroom. We will utilize this technology to publish writing, practice and take spelling tests, enjoy educational games, perform academic webquests, and much, much more! Check back for our latest technology updates soon!
Mission: Possible Philosophy
Throughout my years teaching Kindergarten, first, second, and third grades as well as my vast array of experiences with ETA/Cuisenaire, differentiation has been an integral component of my educational philosophy and implementation. To meet the diverse needs of ALL students a variety of differentiation and modification practices must be continuously integrated into all aspects of instruction.
In my classroom, I incorporate individual learning styles, interests, and motivational factors in a developmentally appropriate manner. Building and connecting concepts and prior knowledge to new learning experiences as well as affording students opportunities to ask questions, contribute, and participate in a variety of ways are imperative components to reaching individual student needs. Facilitating this type of differentiation has been extremely successful with my students through incorporating Gardner’s multiple intelligences, integrated thematic instruction, project-based learning, Bloom’s taxonomy, and the consistent use of hands-on manipulatives into my daily instructional practices.
In order for these tactics to be most effective, I manage my classroom through whole group, small group, and indep\endent learning opportunities that allow for the gradual release of responsibility of learning (“I Do”-Teacher models, “We Do”-Practice together, “You Do”-independent practice). This allows me to address all students with group mini-lessons and introductions, provide individual attention in small, guided groups, and give students opportunities to practice skills learned independently at work stations. Approaching instruction in this manner is effective across all subject areas throughout the entire instructional day, and allows me to make the most of every classroom minute.
While educational philosophy, practices, curriculum, and management are important, student data and progress monitoring must be what drives instruction in order to truly meet the differentiated needs of all students on a continual basis. I monitor learning through a variety of assessment methods (formal and informal) and adjust instructional decisions and practices accordingly in order to guide the learning process. Doing so allows me to provide intervention, modifications, continual practice, and/or enrichment to students.
My goal every day is to foster an absolute LOVE for learning within each and every one of my students. When they look back on their school years, I want them to have fantastic memories of learning new and exciting facts, feeling nurtured and supported, challenged, and encouraged to explore, be creative, and continually strive for personal excellence. It is my hope that they become well-rounded, kind, respectful individuals, who contribute positively to society and pursue life-long learning. The greatest compliment and feeling of satisfaction would be to discover that when students think of me, they smile fondly with warm memories of someone who truly knew and cared about them, expected the very best from them, and filled their school days with magical moments of exploration, discovery, and learning.