•  

    Welcome Back to School!

    Mrs. Jan Fletcher

    jfletcher@carmelunified.org

    August 22, 2019

     

    River School Goals

     

    Our school goals include:

     

    1. All students engage in challenging, innovative, and relevant curriculum that prepares them for college and career.

     

    1. All students achieve personal wellness through an environment that fosters health and happiness.

     

    1. All staff engages in continual professional development to meet the District’s academic and social-emotional goals.




    Curriculum

     

    Carmel Unified School District uses the Common Core State Standards (CCSS), with the California additions as the basis of our instruction. The standards are published on the California Department of Education website at: http://www.cde.ca.gov/be/st/ss/index.asp and the school district site: http://www.carmelunified.org/Page/3020

     

    Math: Third-grade students deepen their understanding of place value and their knowledge of and skill with addition, subtraction, multiplication, and division of whole numbers. Students develop an understanding of fractions as numbers, concepts of area and perimeter of plane figures, and attributes of various shapes.  All of this is within the “processes and proficiencies” of the 8 Standards for Mathematical Practices.

     

    To achieve this goal:

    Core directed lesson and activities from Envision Math

     Imagine Math

    Standards for Mathematical Practices

     

    Language Arts: Third grade is often considered a pivotal year as increased emphasis is placed on vocabulary acquisition, comprehension strategies, text analysis, language conventions, and writing.

    Third-grade students learn to use context as an independent vocabulary strategy. They learn to refer to information in the text when asking and answering questions about texts they have read. They apply analysis strategies to determine the theme or central message of text. They learn about subject and verb agreement and verb tenses and use that knowledge to write and speak in correct, complete sentences. As students learn more English language conventions and acquire new vocabulary, they practice them in their writing assignments as well as their listening and speaking activities.

     

    To achieve this goal:

          Core directed lesson and activities from adopted California Treasures              Anthology with Common Core standards alignment.

          Explicit instruction and independent use of reading comprehension strategies in authentic text with text-dependent questions.

          Narrative, expository, and opinion writing practice

    • Close reading activities

     

    Science: Students in grade three further develop their understandings of the structure of matter and forces of interaction. They study the properties of light and learn how light affects the perception of direction, shadow, and color. They extend their knowledge of ecology by learning about different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands, and the types of organisms adapted to live in each. They learn that objects in the sky move in regular and predictable patterns.

    Third-graders practice making precise measurements and learn that even careful measurements are sometimes subject to error. They also learn that predictions are not guesses and that predictions must be verified by experiments and the analysis of data gathered through careful measurements.  

    Grade-three science topics are organized into five standards sets:

    Physical Sciences (Energy and matter)

    • Life Sciences (Survival of living things)
    • Earth Sciences (The solar system & skeletal system)
    • Investigation & Experimentation

     

    To achieve this goal:

        Core directed lessons and activities from adopted series

        Weekly laboratory activities with Mrs. Czerny

         Garden oriented science activities with Ms. McCormick

     

    Social Studies: In third grade, students build on their knowledge of geography, civics, historical thinking, chronology, and national identity.  The emphasis is on how things change and how others remain the same.  To understand changes occurring today, students explore ways in which their locality continues to evolve and how they can contribute to improvement of their community.   Students will be introduced to the great legacy of local, regional, and national traditions that provide common memories and a shared sense of cultural and national identity.

     

    To achieve this goal:

         Lessons and activities from community resources and texts

                     ∙      Field trips within local community

     

    Differentiation and Cross Curriculum Connection:

         Use of Dimensions of Depth and Complexity

     

    Classroom Information

     

    Homework: School board policy states that students are expected to spend an average of 20 minutes on homework, four days a week in addition to students reading from an “ability level appropriate” chapter book. Based on River School’s 2012 school plan there are three components to homework this year. Homework will strive to be given with advanced noticed on majority of assignments, embody differentiation and student choice on a weekly basis, and often include a real world application and/or parent involvement.

    Each week, homework packets will be sent home on Monday to be finished by Friday. Taking the weekly spelling test will be homework on Thursday night. Please be sure to correct and sign the test before submitting it on Friday. Also, every Friday morning your child will complete a Weekly Update indicating what he or she has been learning that week in class. This is to be signed and returned Monday morning.

     

    Classroom Expectations: Students are expected to follow the Carmel River School Discipline Plan and Standards of Good Character (see attached). I will provide both rewards and consequences for positive and negative behavior.

     

    Rewards:

        Praise and encouragement

        Otter Bucks, “Marbles in a Jar”, team points, “Earn and Return” cards

        Friday Fun Activities

        Additional privileges

        Positive phone calls & postcards home

     

    Consequences:

        Verbal Reminders

        Loss of privileges

        “Write-up”

    ∙     Phone call home

    ∙     Parent conference





    Daily Schedule:

    *Language Arts 8:40-10:30

    *Recess – 10:30 – 11:15

    *Math – 10:45-12:30

    *Lunch – 12:30-1:1*A.R. Silent Reading – 1:15-1:45

    *Social Studies – 1:40-2:40

    *Wrap-Up Activities – 2:40-3:00

     

    Specialist Schedule:

    Spanish-Tuesday, 1:40–2:10 a.m./Friday, 10:00-10:30 a.m.

    Library-Monday, 2:10-3:00 p.m.

    P.E.-Tuesday, 2:10-3:00 p.m./Thursday, 2:10-3:00 p.m.

    Science-Thursday, 11:50-12:30 p.m.

    Computer Lab-Monday, 1:15 p.m.-2:10 p.m.

    Music-Wednesday, 11:50-12:30 p.m.

    Art-Monthly

    *Specialist program descriptions are available on the River School website.

     

    Conferences:

        November 15th-21st

        March 12th-16th








    ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



    Pacific House (Ohlone History Hands-On Presentation) – Sept. 25        (date pending)

     

    Carmel Mission (Study of Local Spanish Colonization) – TBA (November)

     

    Whaler’s Cabin (Whaling History of Point Lobos) – TBA (December)

     

    Weston Beach (Geology Study) – TBA (Jan./Feb.)

     

    Farm Day (Local Agriculture) – March 1st

     

    Pacific Grove Natural History Museum – TBA

     

      Carmel River Beach (Local Bird Study) – TBA (April)

     

    Tor House (Local Poet, Robinson Jeffers’ Home) – TBA (spring)

     

    Murphy House/Harrison Library History Room – TBA (spring)

     

    City Hall (Local Government, Meet the Mayor, Mock City Council Meeting) – TBA (May)

                                                                                 

    Birthdays

    If you would like to send treats to school for your child’s birthday, please make sure that the treats are individual as they are easier to pass out. Also, consider a healthy alternative for your treats. We are striving to promote healthy foods and student wellness. We usually celebrate birthdays during the last 20 or 30 minutes of the school day.  However, if this is not possible with your schedule, we can make accommodations.

     

Last Modified on August 9, 2019