Grade 3B Info., Updates, News

November 30th, 2020


  • Monday (Day 1) - Music
  • Tuesday (Day 2) - Fundraising Committee Meeting
  • Wednesday (Day 3) - Music, School Council Meeting
  • Thursday (Day 4) - Phys. Ed., Angel Tree Donations Due
  • Friday (No School) - Staff PLF #5, Virtual Book Fair Ends

What Are We Learning?

  • Health - Students are practicing Habit #2, Begin With the End in Mind, by writing and living a personal mission statement. Students brainstormed a list of positive affirmation words that they can use to describe who they are or who they want to be. Next, students thought about what kind of a person they wanted to be. Finally, students used their two lists to write a mission statement. We used the sentence stems, "I am..." and "I want to be..." to get us started. Students then compared their personal mission statement to our classroom, school, and division mission statements and considered how their actions benefit everyone - we are part of something larger. Students will continue to work on living and reflecting on their mission statements throughout the year. Students participate in a daily Soft Start to get comfortable and ready for the day. Students have daily Mindfulness practice to relax and refocus their minds and bodies.
  • Writing - Friendly Letters. Students are learning to organize their writing in the form of friendly letters (ie. heading, greeting, body, closing, signature, postscript) and postcards (ie. greeting, body/intended message, closing, signature). Students are practicing reading and responding to friendly letters and postcards. Students have learned how to write an address. Students have compared/contrasted friendly letters and postcards. Students are beginning to explore identifying the parts of a story through illustrating and retelling strategies. Students are working on writing narratives with interesting beginnings. Students are working on using adjectives to add elaborative details to their writing. Students are exploring some of the characteristics of poetry (ie. rhythm, structure, syllables, etc.) and have read and written: haikus and acrostic poems. Journaling. Students have created response journals where they can share information, stories, and responses. These will be ongoing throughout the year. Phonemic Awareness & Printing. Students have reviewed the short/long sounds for the vowels: a, e, and i. Students have reviewed the beginning consonant sounds for the consonants: b, c, d, f, g, h, and j.
  • Reading - Students are working on developing fluent reading, focusing on: accuracy, punctuation, rate, and expression. To practice, students practice reading a text aloud multiple times, each time becoming more and more fluid, to a peer. Students have also completed choral reading activities. Students are practicing finding key sight words within these texts. Students have a daily routine of reading each morning (SQUIRT) and are starting to build reading stamina. Students are able to borrow 5-6 classroom library books weekly to be read at school. During SQUIRT (Sustained, Quiet, Uninterrupted, Independent Reading) students will be tracking their progress and setting personal reading goals. Students have begun to explore the author's purpose, considering whether texts were written to entertain, inform, or persuade the reader. Students are exploring different genres and types of literature (ie. parody, riddles, poetry, etc.) and comparing and contrasting a variety of texts and media. Students are sharing their love of reading (eg. favourite books, authors, genres, etc.) with their classmates through a variety of activities.
  • Math - Statistics and Graphing. Students are learning about data collection and how to use different attributes to sort items in a set. Students have learned how to use Venn diagrams, t-charts, Carroll diagrams, tally charts, line plots, and bar graphs to organize data and information. Students are practicing accurately collecting and recording first-hand data (ie. question, choices, collect, display). Students are learning to analyze and use data, charts, and tables to solve problems. Students are learning to independently select which attributes they will use as a sorting rule. Students have been introduced to the concept of multiples and are reviewing skip counting patterns such as skip counting by 2s, 3s, 4s, and 5s.
  • Science - Rocks and Minerals. Students have collected a variety of rock samples and are using different attributes to sort, compare (how are they the same), and contrast (how are they different) these samples. Students are learning about the Earth's layers (crust, mantle, outer core, inner core) and how different landforms and rocks are formed (igneous, sedimentary, and metamorphic rocks). Students are learning about the impacts of weathering and erosion on the rock cycle and the formation of fossils. Students are learning about the attributes that geologists use to sort rocks and minerals (lustre, hardness, streak, colour, and shape) and are practicing subject specific vocabulary (shiny, metallic, glassy, silky, oily/greasy, dull, earthy, intrusive, extrusive, lava, magma). Students are learning about the Scientific Method through activities and experiments.
  • Social Studies - Landforms and Mapping. Students have begun exploring different landforms. Vocabulary: prairie/plain, mountain, lake, valley, river/stream, ocean, peninsula, island, forest, desert, glacier, tundra. Students are practicing using the cardinal (north, east, south, west) and intermediate directions (northeast, southeast, southwest, northwest), titles, labels, legends, latitude, and longitude to build and read maps and globes. Students have begun to apply their knowledge of landscapes to exploring the country of India.
  • Art - Reflection. Students are observing exemplars of their peers artwork and are using it to plan and complete any unfinished works.


  • Practice pausing and check-in with yourself; notice your heartbeat, your breath, your muscles/belly, your temperature, your energy. How are you feeling?
  • Read, read, read! Students should read a minimum of 15 minutes every night.
  • Start keeping a journal/diary at home. What was your favourite part of today? What do you want to remember? How are you feeling? Draw a picture to illustrate your writing.
  • Did you know that printing is a fine motor skill? Practicing fine motor tasks can help you to become better at holding a pencil, balancing a book, and maintaining your posture! Try and then practice some of these fine motor tasks: set the table for dinner, fold laundry, organize your toys, cut paper, colour, play with LEGO, play Jenga, or bake cookies where you need to roll or manipulate the dough. Have fun!
  • Play "Short or Long?" Say a word (or even just a vowel sound). The other player will try and call out the correct vowel sound and whether it is long or short (eg. "Long a!"). Want to make it a bit more fun? If you have slinkys or rubber bands, you can stretch or contract them as you call out the vowel sound (eg. stretching the rubber band long for a long vowel sound). Having trouble? Try and write the word down on paper or a whiteboard to help you identify the correct vowel.
  • Practice your sorting skills. Collect a group of items and see how many different ways you can sort them - by size, shape, colour. How are the items the same? How are they different?
  • Go on a bar graph hunt! Can you find an example of a bar graph within your home? Where can you look? A newspaper, magazine, brochure, etc.? Where do we see and use bar graphs in real life? Read the title, x-axis labels, y-axis labels, and use the interval to examine the data of any bar graphs you locate. What did you discover?
  • Practice your skip counting using a calculator! Choose a number you would like to skip count by (eg. 2). Next, write a math sentence showing how you would skip count to the next number (ie. 2 + 2). Press the equal sign (ie. =). If you keep pressing the equal sign, the calculator will continue to skip count by that number (integer). Turn it into a game! Try and say the next number before pressing the equal sign. Challenge someone and take turns.
  • Map a story! Choose a story that you know really well or a picture book that you have at home. After retelling or rereading the story, as yourself, "What would I see on a map of this story?" Think about places you know that are similar. Can you describe them? (Eg. Is it in a city? You can describe a city as having a lot of people, cars, trucks, buildings, noise, and things to do and see, etc.). Retell or reread the story again. This time, as you are telling or reading the story, draw a map of where the character begins and where they are going. Don't forget to add important map features such as: titles, labels, a compass, a legend, landforms, etc.

Don't forget...

  • Complete the AHS Daily Checklist before school each day.
  • Return all forms and take-home folders promptly.
  • Students are able to purchase books through Scholastic Book Clubs to earn points for our classroom (Class Code - RC171346).
  • November 24th-December 4th - Virtual Book Fair
  • December 1st - 12 Days of Giving Begins
  • December 3rd - Angel Tree Donations Due
  • December 4th - No School (Staff PLF #5)
  • December 10th - Inclusive Committee Meeting
  • December 18th - No School (Staff PLF #6)
  • December 19th-January 3rd - Winter Break

Learning Videos

Learn The Letter J | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann
Bar Graphs
Rhythm Lesson
Syllable Division | cvc-cvc Words | Closed Syllables | Learn to Read
3 Types of Rock- a science song
Weathering and Erosion: Crash Course Kids #10.2
Art with Mati and Dada - Paul Klee | Kids Animated Short Stories in English
THIS OR THAT - Would you Rather - Ugly Sweater Fitness - Winter and Holiday Theme