Third Grade DataMs. Mallory-Math

Ms. Spence-Reading

Third Grade Collaboration

Day of the Week PLC Schedule

Monday STEM/Organizational

Tuesday STEM/Organizational/SST

Wednesday Lesson Plans

Thursday Resource share/Concerns

Third Grade Transitions

•Functional with three homerooms

• No rotations.

Madison, Mallory, Spence

•Functional with four homerooms.

•Rotate with homeroom

Mallory, SpenceAddition: Belhesiene,

McCruter•Functional with four homerooms.

• Rotate based on reading level (Sa Diego Quick check and Reading A-Z)

Mallory/SpenceBelhesience,

McCruter

•Temporarily functional with three homerooms

•No rotations•Re-functional to four homerooms

•Resume level rotations

Mallory, McCruter, Spence

Addition: Ford

About our Third Grade Thinkers

29%

18%29%

24%

Levels

Level 1 Level 1.5 Level 2 Level 3

Mathematics-Ms. Mallory

Math

MathModified Unit Assessment(Select SST and SPED Students)*Approved by Mr. Riggins

Math

What curriculum standards/elements were not mastered? How do you know? *MCC.3.NBT. 2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationships between addition and subtraction.

How do you know? The majority of students in the 2 and 3 groups are fluently adding and subtracting within 1000 using strategies. The 1 and 1.5 groups have not mastered adding and subtracting within 1000 using strategies (only tens place).

Formative Which questions were missed by at least 50% of the students? Number 3-Subtracting (2 by 2) Number 9-Subtracting word problem Why: Students must regroup, while figuring out problems on 3rd grade level. Math

problems are extending past the tens place up to the thousands place.

Which question the least? Number 7- Number form (Word) Why: Students encountered number forms in 2nd grade. Since then, they have reviewed

and applied this skill in 3rd grade.

Math

Which questions were missed by at least 50% of the students?

Unit Assessment Word Problems w/adding and subtracting Why: Students have not mastered the process of conveying

their mathematical computations through written explanation. Key words and phrases are not being identified and put to use by the majority of students.

Which question the least? Number 14-Expanded form Why: Students encountered number forms in 2nd grade. Since

then, they have reviewed and applied this skill in 3rd grade.

Math

Identify the students’ misconceptions. How will student misconceptions guide instruction?

Formative and Summative The student’s misconception in regards to word problems is: They are

confusing the phrase “how many more” with addition phrases and key wording.

  How will student misconceptions guide instruction? The teacher will provide more explicit instruction on word problems

and how to solve them.

Key words and key phrases will be encountered more frequently during class sessions. Mathematical literacy will be promoted through usage of reading strategies to better academic levels in the subject of math. 

Math

What is your plan for alternative re-teaching? What instructional strategies are you going to use to redeliver instruction in a different way from before?

The teacher will continue to teach the following standard: MCC.3.NBT. 2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationships between addition and subtraction. The instructional strategies that the teacher will use to reteach word problems (addition and subtraction) are the…

C.U.B.E. method: Circle the numbers. Underline important words. Box the question. Eliminate unnecessary information & The U.P.S. Check: Understand the problem. Plan how to solve the problem. Solve the problem. Check your answer.

Reading

Reading

Formative 1 Unit Summative0%

20%

40%

60%

80%

100%

120%

Unit 1 Assessment Data

Unsatisfactory (0-59)

Needs Improvement (60-69)

Satisfactory (70-85)

Excellent (86-100)

Assessment

Per

cen

tag

e o

f S

tud

ent

Mas

tery

Reading

What curriculum standards/elements were not mastered? How do you know?

Elements◦Recalling various details◦Eliminating details◦Vocabulary synonyms

Accuracy◦Missed by over 50% of students on multiple choice

 

Reading

Identify the students’ misconceptions. How will student misconceptions guide instruction?

Misconceptions

 ◦ Recalling various details: students could not recall one specific detail out of

many◦ Eliminating details: students could not identify false detail◦ Vocabulary definition: students could not define vocabulary word or choose

synonym

 Guide Instruction

◦ Basic “W” questions will be reinforced. ◦ Spiraling analogies and inferences. ◦ Focus on context clues.

Reading

What is your plan for alternative re-teaching? What instructional strategies are you going to use to redeliver instruction in a different way from before?

Whole Group◦ Mini lessons that focus on comprehension◦ Incorporating more non-fiction text◦ Assign “Peanut Butter-Jelly” partners◦ Comprehension question on nightly reading log◦ Weekly vocabulary word

Small Group◦ Additional reading/comprehension workstation◦ Increase Partner Read opportunities◦ Increase detail/”W” question check◦ Vocabulary workstation◦ Technology workstation

Reading

What teacher factors contributed to our results? (ex: frequency of strategy use, level of strategy implementation, modeling, feedback, etc.)

Time constraintsTimely feedbackOverly independent workstationsTest formatting

Reading

What type of instructional support do you need to help students master the content going forward?

◦Additional time for collaboration with SP.ED and support teachers

◦Small grouping support from Ms. Campbell◦Collaboration with media specialist ◦Core Six observation/modeling